Annual Education Statistics 2009

Annual Education Statistics
ANNUAL EDUCATION STATISTICS, 2009
Policy and Planning Division

Ministry of Education
Royal Government of Bhutan

Published by:

Royal Government of Bhutan
Telephone: +975-2-327387, 334307

Fax: +975-2-325183
Email: jambaywangchuk@education.gov.bt
sangaychoden@education,gov,bt

Website: www.education.gov.bt
Copyright © 2009 Policy and Planning Division, Ministry of Education
All rights reserved. No part of this publication may be reproduced in any form without prior
permission from the Policy and Planning Division, Ministry of Education.
Printed @ KUENSEL Corporation Ltd.
First Edition: 1999

Eleventh Edition: 2009
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ACKNOWLEDGEMENT
The Annual Education Statistics provides basic information on Pre-school, Primary and Secondary education
in Bhutan, and therefore is an important source of information for decision making. The Principals and
teachers of the schools are the main contributors who supplied the required school data. The Dzongkhag
Education Officers, in their respective domains, helped to ensure that the data provided are accurate and
timely.
In academic year 2009, The AES report 2009 has more added features and information both in terms of
contents and presentation as compared to the previous publication. Most of the information is presented in
the graphic form as to make it more user-friendly and understandable. Most of these old tables have been
replaced by maps, charts, pie-charts and graphs etc. We would like to thank Hon’ble Madam Secretary and
the Management Committee of the MoE for their valuable inputs in improving the AES report.
The calculation of the enrollment ratio (NER and GER) and completion rate is based on revised figure of
Population and Housing Census, 2005 and Dzongkhag Population Projection, 2006-2015, published by
National Statistics Bureau. Our assumption is that the international migration is negligible. Some of the
Dzongkhags boundaries were re-demarcated, this change in boundaries has affected the population of the
affected Dzongkhags, Therefore NSB has revised the 2005 Dzongkhag figures as to accommodate with the
changes made within the Dzongkhag boundaries.
The Policy and Planning Division, MoE is greatly indebted to the National Statistics Bureau, MoLHR,
MoF, RUB, Dratshang Lhentshog and also the Departments and Divisions within the Ministry, for their
support in bringing out this report. This support has enabled the publication of increasingly more relevant,
accurate and timely information on education in Bhutan.

Lastly we hope that this report provides the policy makers, planners, development partners, and other stake
holders’ valuable information for both macro and micro-level planning and program implementation. We
also solicit our readers’ valuable comments and suggestions that will help improve our AES in future.

Thimphu, Bhutan
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iv
TABLE OF CONTENTS
ACKNOWLEDGEMENT........................................................................................................................iii
LIST OF FIGURES................................................................................................................................ vii
LIST OF TABLES..................................................................................................................................viii
ACRONYMS, ABBREVIATIONS AND GLOSSARY........................................................................... x
ANNUAL EDUCATION STATISTICS (AES)......................................................................................... 1

The Annual School Census......................................................................................................................... 2
Selection of Indicators................................................................................................................................ 3
COMMON INDICATORS......................................................................................................................... 5
1. EXECUTIVE SUMMARY............................................................................................................. 5
1.1. Introduction.......................................................................................................................... 5
1.2. Education Structure............................................................................................................. 5
1.2.1. General education structure................................................................................... 6
1.2.2. Schools in General Education................................................................................ 7
1.3 General Education Curriculum........................................................................................... 7
1.4 Education Administration..................................................................................................... 9
SUMMARY OF EDUCATION STATISTICS 2009............................................................................... 10
2. STATUS OF EDUCATION IN 2009............................................................................................ 13

2.1. Enrolment, Schools and Teachers at the National Level............................................... 13
2.1.1. Enrolment.............................................................................................................. 13
2.2. Trends in Primary Education 2006-2009........................................................................... 15
2.3. Schools and Institutes.......................................................................................................... 17
2.3.1. Extended Classroom.............................................................................................. 17
2.3.2. Early Childhood Care and Development.............................................................. 18
2.3.3 Community Primary Schools................................................................................. 18
2.4 Schools and Enrolment by Location..................................................................................... 18
2.5. Non Formal Education......................................................................................................... 20
2.6. Continuing Education Programme....................................................................................... 20
2.7. Teachers................................................................................................................................ 20
2.8 Education facilities, enrolment and teachers in the Dzongkhags.................................... 21
2.8.1. Provision of schools per Dzongkhag.................................................................................... 21
2.8.2. Teachers in the Dzongkhags................................................................................................. 22
2.9 School Feeding, WFP...........................................................................................................23
3. ENROLMENT IN THE GENERAL EDUCATION PROGRAM............................................. 24
3.0. Primary Education (Classes PP-VI)................................................................................... 24
3.2 Girls Enrolment. ................................................................................................................ 28
3.2.1. Girls’ enrolment in HSS and tertiary education.................................................... 33
3.3. Gender Parity Index. .............................................................................................................. 33
3.4. Secondary Education.......................................................................................................... 40
3.4.1 Lower and Middle Secondary Education (VII-X)................................................. 40
3.4.2. Higher Secondary Education (XI –XII)................................................................ 41

4. EXAMINATION RESULTS..........................................................................................................44
4.1.1. Class X Examinations............................................................................................................44

4.1.2. Class XII Examination.............................................................................................44
4.1.3. Class VI and Class VIII Examinations....................................................................45
4.2 Efficiency indicators............................................................................................................45
4.2.1. Promotees, Repeaters and Drop-outs.....................................................................45
4.2.2 Completion rate and internal efficiency measures.................................................48
4.4 Class X detaited results........................................................................................... 48
4.5 Repetition and dropout rates since 2003................................................................. 48
4.6(a) Primary completio rates since 2006...................................................................... 49
4.6(b) Basic completion rates since 2006......................................................................... 49
5. TEACHERS...................................................................................................................................52
5.1 Teacher strength. ................................................................................................................52
5.1.1 Proportion of Non-Bhutanese Teachers..................................................................52
5.2 Teacher education................................................................................................................54
5.2.1 Pre-service training.................................................................................................54
5.2.2 In-Service training...................................................................................................54
5.3 Academic profile of teachers. .............................................................................................55
6. QUALITY INDICATORS..............................................................................................................56
6.1 Teacher-pupil ratio...............................................................................................................56
6.2 Class size. .............................................................................................................................58
7. EDUCATION FACILITIES..........................................................................................................61
7.1 The Water Situation in Schools...........................................................................................61
7.2 Provision of classrooms, laboratories and computers in schools......................................62
7.2.1. Laboratories in schools.........................................................................................................63
7.2.2. Computers in schools.............................................................................................................63
7.3 Electricity, telephone and internet connectivity...............................................................64
7.4 Road accesibility....................................................................................................................66
8. NON-FORMAL, CONTINUING AND SPECIAL EDUCATION.............................................69

8.1 Non Formal Education.........................................................................................................69
8.2 Continuing Education...........................................................................................................69
8.3 Special Education.................................................................................................................69
8.4 Sanskrit Pathshalas.............................................................................................................70
9. TERTIARY, VOCATIONAL, INTERNATIONAL AND MONASTIC EDUCATION...........71

9.1 Tertiary education. ..............................................................................................................72
9.2 Vocational education...........................................................................................................72
9.3 Students Abroad. .................................................................................................................72
Primary and secondary education.........................................................................................72
Tertiary education..................................................................................................................72
9.4 Monastic Education. ............................................................................................................73
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10. FINANCING OF EDUCATION....................................................................................................74
10.1 Free services and sharing of costs......................................................................................74
10.2 Annual budget. ....................................................................................................................74
10.3 Per head costs......................................................................................................................80
LIST OF FIGURES
Figure 1.1 Growth in the number of Schools and Institutes................................................................ 5

Figure 1.2 Growth in the number of enrolments in Schools and Institutes......................................... 6
Figure 1.3 General education structure............................................................................................... 7
Figure 1.4 General Education curriculum PP-XII............................................................................... 8
Figure 2.0 Survival to the grade 5 and grade 10................................................................................ 15
Figure 2.1 Primary enrolment, NER.................................................................................................. 16
Figure 2.2 Trend on survival to 5 and grade 10................................................................................. 16
Figure 2.3 Net enrolment ratios since 1998....................................................................................... 17
Figure 2.4 Enrolment per Dzongkhag by level of school.................................................................. 21
Figure 2.5 Primary enrolment (PP-VI) by Dzongkhag..................................................................... 22
Figure 2.6 econdary enrolment (Class VII –XII) by Dzongkhag...................................................... 22
Figure 2.7 Teachers per school type.................................................................................................. 23
Figure 3.0. Pre-primary enrolments by age........................................................................................ 24
Figure 3.1. Division of primary aged Children (6-12 yrs)................................................................. 27
Figure 3.2. Girls participation in the Secondary Education since 2002............................................. 28
Figure 3.3(a) Gender Parity Index by Dzongkhag (NPER)................................................................... 34
Figure 3.3(b) Gender Parity Index by Dzongkhag (GPER)................................................................... 36
Figure 3.4(a-b) Repetition and Promotion and rate by class gender......................................................... 36
Figure 3.5(a) Divisions of streams in the Public.................................................................................... 36
Higher Secondary School................................................................................................. 41
Figure 3.5(b) Divisions of streams in the Private Higher Secondary School........................................ 41
Figure 3.6 Enrolment trend in class XI and XII since 2002.............................................................. 42
Figure 4.0 Class X passed trend since 2002...................................................................................... 44
Figure 4.1 Class XII passed trend since 2002................................................................................... 45
Figure 4.2 Repetition and dropout rate for class PP-X since 2002................................................... 46
Figure 4.3 Primary enrolments (PP-III)............................................................................................. 46
Figure 5.0 Proportion of bhutanese and non-Bhutanese teachers(1997 - 2009)............................... 53
Figure 6.0 Teacher Pupil ratio by Dzongkhag below and above the mean....................................... 56
Figure 6.1 Teacher pupil ratios with mean and standard deviation................................................... 57
Figure 6.2 Division of teacher pupil ratio......................................................................................... 57
Figure 6.3 Teacher pupil ratio since 2002 by level of school............................................................ 59
Figure 7.0 Total Student per class..................................................................................................... 62
LIST OF TABLES
Table 2.0 Estimated enrolment per school level & type, March 2009................................................... 13
Table 2.1 Enrolment Ratios 2009, 2008, 2007 and 2006....................................................................... 14
Table 2.2 School and enrolment by categorization, 2009...................................................................... 19
Table 2.3 Changes in teacher numbers per school 2002-2009............................................................... 21
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Table 2.4 School feeding in 2009, WFP-support and Government stipend........................................... 23
Table 3.0 Gross or Apparent Intake Ratio (AIR) 2004-2009................................................................. 25
Table 3.1 New admissions in PP 2002-2009......................................................................................... 25
Table 3.2: Enrolment in Primary Education, 2002-2009........................................................................ 26
Table 3.3 Primary Enrolment by age...................................................................................................... 26
Table 3.4 NPER and GPER 2005-2009................................................................................................. 27
Table 3.5 Girls’ enrolment by type/level of school, March 2009........................................................... 29
Table 3.6 Percentage wise girls’ enrolment per level and type of school, March 2009......................... 30
Table 3.7 Girl’s enrolment per location per Dzongkhag, March 2009................................................... 31
Table 3.8 Girls’ enrolment in class X and class XI public and private schools 03- 09.......................... 33
Table 3.9 Distribution (in %) by Dzongkhag of the 6-12 years old not in school, March 2009............ 39
Table 4.0 Details on drop-outs and repeaters 2008-2009....................................................................... 47
Table 4.1 Survivors to the grade 2004-2008 (both sexes, boys, girls)................................................... 51
Table 5.0 Teacher strength March 2009................................................................................................. 52
Table 5.1 Teacher strength 2007-2009................................................................................................... 53
Table 5.2 In-service Workshops............................................................................................................. 54
Table 5.3 Distance education 2003-2008............................................................................................... 54
Table 5.4 Number of trained teachers by degree, March 2008.............................................................. 55
Table 6.0 Teacher-pupil ratio in schools per location March 2009........................................................ 56
Table 6.1 Target T: P ratio reached per Dzongkhag, March 2009.......................................................... 58
Table 6.2 Class size per location per school, March 2009..................................................................... 59
Table 6.3 Class size Maximum per Dzongkhag, March 2009............................................................... 60
Table 7.0 Water situation in the schools, March 2009........................................................................... 61
Table 7.1: Student-tap stand ratio by Dzongkhag for schools with tap stands, March 2009................. 62
Table 7.2 Laboratory by level of school, public schools, March 2008.................................................. 63
Table 7.3 Computers in the schools, March 2009.................................................................................. 64
Table 7.4: Electricity connectivity, per level, March 2009..................................................................... 65
Table 7.5: Schools with working landline phone, per category, March 2009......................................... 65
Table 7.6: Internet connectivity per level, March 2009.......................................................................... 66
Table 7.7 Accessibility by road for public schools by Dzongkhag, March 2009.................................. 67
Table 7.8 Distance of school from the nearest road head by level of school......................................... 68
Table 8.0 Enrolment in Continuing Education since 2006.................................................................... 69
Table 8.1: Enrolment and Teaching Strength in NID 2002-2008............................................................ 70
Table 9.0 Staff and Students in the Royal University of Bhutan academic year 2008.......................... 71
Table 9.1 Staff and students in Vocational Training Institutes academic year 2008.............................. 72
Table 9.2 Bhutanese Undergraduate students abroad with RGOB Scholarships, 2009......................... 72
Table 9.3 Bhutanese privately funded Tertiary Education students abroad, 2009................................. 73
Table 9.4 Enrolment in monastic schools administered by the central monastic body, 2008................ 73
Table 10.1 Annual Budget Education Sectors 2008 – 2009 (in Million Nu.).......................................... 75
Table 10.2(a). Education revised budget and expenditure (FY 07-08) by
Dzongkhag (Nu. In Million)................................................................................................... 76
Table 10.2(b). Top 5 Utilizers of Budget..................................................................................................... 79
Table 10.2(c). Top 5 under Utilizers of Budget........................................................................................... 79
Table 10.3 Estimated cost per student, May 2009................................................................................... 80
Statical tables
Table 1.1 Enrolment of students per Dzongkhag per type of School 2009............................................ 82
Table 1.2 Public and Private Schools per Dzongkhag 2009.................................................................. 83
Table 1.3 Enrolment of students per Dzongkhag by level 2007-2009................................................... 84
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Table 1.4 Teachers in Bhutan in 2009 per school type per Dzongkhag................................................. 85
Table 1.5 Summary of Enrolment and Teaching Staff in Schools, Institutes,
NFE centres and Day Care Centres, 2009.............................................................................. 86
Table 1.6 NER & GER Primary and the Gender Parity Index per Dzongkhag, 2009........................... 88
Table 1.7 Indicative NER and GER Primary per Dzongkhag, 2008-2009............................................ 89
Table 1.8: Enrolment in Class XI and XII per stream, March 2009...................................................... 90
Table 1.9 Enrolment in public and private higher secondary schools since 2002................................. 90
Table 2.0 Class X results, 1997-2008..................................................................................................... 90
Table 2.1 Class XII results 1997-2008................................................................................................... 91
Table 2.2 Enrolments, Repetition Rate & Dropout Rate (PP-X) 2002-2009......................................... 91
Table 2.3 Drop-out rate and numbers 2002-2009.................................................................................. 91
Table 2.4 Repetition rate and numbers 2003-2009................................................................................ 92
Table 2.5 Primary and Basic education completion rates, 2006-2009................................................... 92
Table 2.6 Measures of Internal Efficiency 2008 (Both Sexes)............................................................... 93
Table 2.7 Proportion of Non-Bhutanese teachers 1997-2009................................................................ 94
Table 2.8 Teacher graduates from pre-service training 2002-2008........................................................ 94
Table 2.9 Enrolment in the Colleges of Education 2003-2009.............................................................. 94
Table 3.0 Number of teachers who have upgraded their qualifications................................................. 95
Table 3.1 Teachers’ academic qualification by nationality & type of school, March 2009................... 95
Table 3.2 Teacher-Pupil ratio per Dzongkhag per type of school March 2009...................................... 96
Table 3.3: Teacher Pupil ratio in Schools per Dzongkhag per type of school 2007-2009...................... 97
Table 3.4 Teacher-pupil ratio per school, divided by ratio 2009............................................................ 98
Table 3.5 Teacher-Pupil ratio 1999-2009............................................................................................... 98
Table 3.6 Class Size per school type per Dzongkhag 2008 and 2009.................................................... 98
Table 3.7 Classroom student ratio by Dzongkhag................................................................................. 99
Table 3.8 NFE- centers, teachers, and learners (BLC, PLC) per Dzongkhag...................................... 100
Table 3.9 Remarks on water supply by status of schools, March 2009............................................... 100
Table 4.0: Electricity, Landline and Internet per Dzongkhag, March 2009.......................................... 101
Table 4.1: Distance of school from the nearest road head by Dzongkhag............................................ 102
Table 4.2: Distance of school from the nearest road head by Class...................................................... 103
Table 4.3 Division of number of 6-16 years old not in PP-X, 2009.................................................... 103
Table 4.4 NER & GER basic and the Gender Parity Index per Dzongkhag, 2009.............................. 104
ANNEXURE
Annex 1. New and Upgraded schools in Bhutan in 2009................................................................... 106

Annex 2. Comparative enrolment. ...................................................................................................... 108
Annex 3. Comparative enrolment. ...................................................................................................... 110
Annex 4. Organization of the MoE Headquarters.............................................................................111
Annex 5. WFP-support. ....................................................................................................................... 113
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ACRONYMS, ABBREVIATIONS AND GLOSSARY
Acronyms
AES Annual Education Statistics
AFD Administrative and Finance Division
AIR Apparent Intake Ratio
ASCF Annual School Census Form
BBE Bhutan Board of Examinations
BCSE Bhutan Certificate for Secondary Education
B.Ed Bachelor of Education
B.Ed (D) Bachelor of Education (Dzongkha)
B.Ed (p) Bachelor of Education (Primary)
BHSEC Bhutan Higher Secondary Education Certificate
BLC Basic Learning course
CAPSD Curriculum and Professional Services Division
CE Continuing Education
CECD Counseling Division
CoE College of Education
CPS Community Primary School
DAHE Department of Adult and Higher Education
DDA Dzongkha Development Authority
DEO Dzongkhag Education Officer
DPP Dzongkhag Population Projection 2006-2015
DSE Department of School Education
DYS Department of Youth and Sports
ECCD Early Childhood Development Division
ECR Extended Classroom
EFA Education For All
EM Education Media
EMSSD Education Monitoring & Support Service Division
FYP Five Year Plan
GBER Gross Basic Enrolment Rate
GER Gross Enrolment Rate
GES Geog Education Services
GoI Government of India
GPER Gross Primary Enrolment Rate
GPER Gross Primary Enrolment Rate
GPI Gender Parity Index
GSD Games and Sports Division
HRD Human Resource Division
HSS Higher Secondary School

IA Internal Auditor
ICSE Indian Certificate for Secondary Education
ISE Indian Secondary Examination Certificate
LSS Lower Secondary School
MDG Millennium Development Goal
M.Ed Masters in Education
MoE Ministry of Education
MoF Ministry of Finance
MoLHR Ministry of Labour and Human Resource
MSS Middle Secondary School
NBER Net Basic Enrolment Rate
NER Net Enrolment Rate
NFCED Non Formal and Continuing Education Division
NFE Non-Formal Education
NGO Non-governmental Organization
NID National Institute for Disabled
NIZC National Institute of Zorig Chusum
NIR Net Enrolment Rate
NPER Net Primary Enrolment Rate
NSB National Statistics Bureau
NWAB National Women’s Association of Bhutan
PCR Primary Completion Rate
PGCE Post Graduate Certificate in Education
PGDE Post Graduate Diploma in Education
PHCB Population and Housing Census of Bhutan
PLC Post Learning Course
PP Pre-Primary
PPD Policy and Planning Division
PS Primary School
PTC Primary Teaching Certificate
PTR Pupil Teacher Ratio
RCS Resource Centre Services
RGoB Royal Government of Bhutan
RUB Royal University of Bhutan
SCD Scouts and Culture Division
SD Scholarship Division
SDG SAARC Development Goals
SLC School Liaison and Coordination Unit
SLD School Library Development
SPBD School Planning and Building Division
SPS School Procurement Services
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TIZC Trashiyangtse Institute of Zorig Chusum
UPE Universal Primary Education
VTI Vocational Training Institute
WFP World Food Programme
YC Youth Center
YIC Youth Information Centre
ZDS Zhungkha Development Services
ZLT Zhungkha Language Teachers
ZTC Zhungkha Teaching Certificate
Abbreviation
Ave Average
Bht Bhutanese
Mgt Management
N/Bht Non-Bhutanese
Nu. Ngultrum
Pvt Private
Std Student
T:P Teacher Pupil Ratio
Voc. Vocational
Glossary
Dzongkhag District
Dratshang Monk body
Lhakhang Temple
Dungkhag Sub-District
Dzongdag Head of District Administration
Geog Block
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ANNUAL EDUCATION STATISTICS (AES)
The Annual Education Statistics (AES) is a and organizations including the community will
collection of basic statistical information on find this book useful and informative. Researchers
schools in Bhutan. This report is prepared based in education and associated fields may also find this
on the data collected in March 2009. It focuses book valuable as a primary source of administrative
on Pre-School, Primary and Secondary education data on education in Bhutan. Overall the AES
and includes information on students, staff, other provides a sound basis for policy analysis and
school facilities, community participation and planning and also serves as a pointer to a whole
finance in their respective variables, characteristics spectrum of studies and surveys in the Bhutanese
and disaggregates. The Education Indicators educational context.
section presents information on selected indicators The Policy and Planning Division uses the
of quantity, quality, efficiency, equity, etc that are “Annual School Census Forms” - (ASCF) - to
commonly used in measuring developments in the collect the data for preparing this report. The
education system. forms are distributed to all the schools annually
Education Statistics and Indicators 2009, through the Dzongkhag Education Offices. The
is primarily intended for use by Education School Principals take the responsibility for filling
administrators and managers at the school, the forms and the Dzongkhag Education Offices
Dzongkhag and Ministerial levels of the Ministry for collecting, checking and returning the forms to
of Education. Professionals including teachers, PPD.
educators and allied personnel in related institutions
The Annual School Census
The data compiled in this report has been captured education sector stakeholders to have access to
through a national census of schools in Bhutan. The good quality information about the education
School Census Process, which incorporates aspects sector, and sector programs can be monitored for
of data collection, data validation and auditing, impact and positive outcomes. The 2009 School
data analysis and reporting to stakeholders, has Census has been highly successful data collection
been carried out according to the steps illustrated exercise, which produced a wealth of data for
in the following diagram: planning, policy making, budgeting, monitoring
The process is repeated every year to ensure all and evaluation.

Selection of Indicators
Within the context of planning, monitoring and Copies of the AES report are distributed to the
evaluating the educational objectives and targets Departments and Divisions under the Ministry and
set by the Ministry, statistical indicators presented the Dzongkhag Education Offices (DEOs) in all
in the book are selected from the array of standard Dzongkhags and to all the schools in the country
education indicators used internationally to measure for their planning, monitoring and evaluation
the educational development. These indicators are purposes. Copies are also sent to the Government
also important in the global focus on the national Ministries, Departments, development partners and
monitoring, assessment and development of other organizations including NGOs, media, etc.
national Millenium Development Goals (MDG) Further additional information is also disseminated
and SAARC Development goals (SDG) relating to to ministries, organizations and individuals as
education. determined by the needs on a “selective” basis.

COMMON INDICATORS
Net Primary Enrolment Rate

Total enrolment in a specific level of education (PP-VI) of the official age-group (6-12years) expressed
as a percentage of the corresponding population (6-12 years) in a given school year. In Bhutan Primary
education extends from PP-VI corresponding to 6-12 years old.
Gross Primary Enrolment Rate
Total enrolment in a specific level of education (PP-VI), regardless of age, expressed as a percentage of the
official school-age population (6-12 years) corresponding to the same level of education in a given school-
year.
Apparent Intake rate

Total number of new entrants in the first grade of primary education, regardless of age, expressed as a
percentage of the population at the official primary school-entrance age (6years)
Net Intake Rate

New entrants in the first grade of primary education who are of the official primary school-entrance age (6
years), expressed as a percentage of the population of the same age.
Transition Rate
The number of pupils (or students) admitted to the first grade of a higher level of education, in a given year,
expressed as a percentage of the number of pupils (or students) enrolled in the final grade of the lower level
of education in the previous year.
Repetition Rate by grade

The number of repeaters in the given grade in a given year, expressed as a percentage of the total enrolment
in the same grade in the previous year.
Survival rates by Grade

Percentage of a cohort of pupils (or students), enrolled in the first grade of a given level or cycle of education
in a given school-year, who are expected to reach successive grades.
Coefficient of Efficiency
The ideal (optimal) number of pupil-years required (i.e. in the absence of repetition and drop-out) to
produce a number of graduates from a given school-cohort for a cycle or level of education expressed as a
percentage of the actual number of pupil-years spent to produce the same number of graduates. Input-output
ratio, which is the reciprocal of the coefficient of efficiency, is often used as an alternative. One school-year
spent in a grade by a pupil is counted as one pupil-year.
Percentage of Repeaters in primary education

Number of repeaters, in the primary education in a given year, expressed as a percentage of the total
enrolment at the same level, in the same year.
Teacher Pupil ratio

Average number of pupils per teacher at a specific level of education, in a given school-year. Teachers
are defined as persons whose professional activity involves the transmitting of knowledge, attitudes and
skills that are stipulated in a formal curriculum programme to students enrolled in a formal educational
institution

Percentage of Private Enrolment
Enrolment in private educational institutions at a given level of education, expressed as a percentage of
total enrolment at the same level. Here ‘Private’ means, all educational institutions not operated by a public
authority, whether or not they receive financial support from such authorities.
Percentage of teaching Staff in Private Educational Institution

The number of teachers in private educational institutions at a given level of education, expressed as a
percentage of the total teaching staff in all types of institutions at the same level of education. Here ‘Private’
means, all educational institutions not operated by a public authority, whether or not they receive financial
support from such authorities.

1. EXECUTIVE SUMMARY
1.1. Introduction 1.2. Education Structure
The Annual Education Statistics report provides The education system in Bhutan has three main
a quantitative overview of the current state of elements: general education, monastic education
the education system, summarizing information and non-formal and continuing education. The
on general school-based, monastic, non-formal, first type of education is by far the biggest and is
continuing, vocational, tertiary and monastic commonly seen as the only educational structure.
education within Bhutan and to some extent Monastic education is the oldest form of education
information on Bhutanese students studying in Bhutan and was the only education available in
outside Bhutan. In addition to information on the the country until the introduction of formal school-
academic year 2009, some historical comparisons based education in the late 1950’s. Students enroll
are included. in monastic education at different stages in their
life.
Chapter one provides a general background on
the education system in Bhutan, while Chapter 2 While monastic education continues to be an
contains an overview of the status of education important part of the national culture, western
in 2009. Chapters 3 to 8 present more detailed education has been promoted and expanded since
information on the elements of the education first Five Year Plan in 1961 to address the basic
system that are under the jurisdiction of the educational needs, and develop human resources
Ministry of Education. The chapters focus, required for the socio-economic development of
respectively, on enrolment, exam results, teachers, the country. Within a period of four decades, the
quality indicators, facilities in the schools and government has been able to expand the modern
non-formal, continuing and special education. education system from about 11 schools prior to
Chapter 9 presents some basic information on the first Five Year Plan in 1961 to 556 schools
education outside the jurisdiction of the Ministry and institutes in 2009, spanning from community
of Education, viz. monastic, vocational, tertiary, primary schools to tertiary institutes. Fig. 1.1 shows
and students studying outside the country. Chapter the progressive growth of the number of schools
10 provides some financial information pertaining and institutes since the first Five year Plan.
to the Education Sector. The chapter 11 contains
all the Statistical tables. The appendices contain
detailed information on enrolment, teachers and
the school feeding programme.
Figure 1.1 Growth in the number of Schools and Institutes
600
500
400
300
200
100
0
1961 1971 1981 1992 2002 2009
series 1 11 98 119 268 408 556

At the same time the expansion of education year 2008. Among the factors responsible for the
system has been accompanied by a rapid growth increasing enrolment are, increased awareness
in the enrolment of students as a result of the about the value of education among the parents
government’s commitment to education. From and the government’s policy of ensuring that all
about 400 students in the early 60’s ( beginning of children be able to complete primary education
the first plan), total enrolment has increased in all within their geogs.
levels of formal education and tertiary institutes in Fig. 1.2 shows the progressive increase in
Bhutan to 1,69,313 as of March 2009, reflecting a enrolment in schools and institutes since the 1st
growth of about 5% over the previous academic Five Year Plan
Figure 1.2 Growth in the number of enrolments in Schools and Institutes
200000
150000
100000
50000
0
series 1 1961
1961 1971
1971 1981 1992
1981 1992 2002 2009
2002 2009
series 1 400
Enrolment 400 11610
11610 37682 57370
37682 57370 126379 169313
126379 169313
For those who could not attend or complete or enter the labour market based on the students’
general or monastic education, basic literacy performance in the board examinations (BCSE).
courses are offered all over the country in non- Students, who are not qualified for the government
formal education centers. Since 2006, the Ministry funded education attends private higher secondary
of Education in collaboration with private higher schools in Bhutan or abroad and vocational courses
secondary schools, has initiated a continuing organized by private training institutes. The
education programme, to allow school drop outs duration of vocational training in both government
the opportunity to upgrade their qualifications. and private institutes vary depending upon the type
of course.
1.2.1. General education structure
After completing class XII (public and private),
The school-based education structure in Bhutan graduates continue their studies in the tertiary level
starts with 11 years of free basic education from or either enroll in the VTI or enter job market. Some
classes PP to X. The 11 years of basic education graduates from the Vocational Training Institutes
are divided into 7 years of primary education are selected to continue education at the tertiary
(PP-VI), which starts at the age of 6, and 4 years level. Students join one of the institutes under
of Secondary Education (VII-X). At the end Royal University of Bhutan (RUB) for a diploma
of the cycle (Class X) there is a national board or a bachelor’s degree or join an institute abroad.
examination, Bhutan Certificate for Secondary Selection for the RUB is based upon BHSEC
Education (BCSE). results. A limited number of students are eligible
for government scholarships for professional
Beyond class X, students continue their general studies abroad, while others fund themselves to
education in classes XI and XII in Higher Secondary tertiary education institutes abroad.
Schools either join the vocational training institutes

Figure 1.3 gives a schematic overview of the general education structure in Bhutan.
General Education Structure in Bhutan
Level Age (in Class Labour

years) Voc. Edu. NFE Market
School/ Tertiary Education System
System
Continuing
Public Private
Education
22 4th yr
Tertiary 21 3rd yr
Level 20 2nd yr
19 1st yr
18 XII
Higher Sec. 17 XI
16 X
Secondary 15 IX
Level 14 VIII
13 VII
12 VI
11 V
Primary 10 IV
Level 9 III
8 II
7 I
6 PP
Pre -School 5
4 Day Care
(ECCD)
3
2
1
0
1.2.2. Schools in General Education geography, culture and traditions and to teach the
fundamentals of agriculture, health & hygiene, and
At the primary education level a school is either population education. Moral and value education
called a primary school or a community primary are given special attention. Activity-based learning
school. Both schools offer, in principle, seven is used uniformly across the country to teach these
years of education, from PP to VI. skills and knowledge.
At the secondary level, the classification of a Class IX students can choose between Economics,
school depends on the final class that is taught. Commercial Studies and Computer Applications
Schools that have Class VIII as their final class, is while in higher secondary education students have
called Lower Secondary, while schools that have to choose between Arts , Commerce and Science
Class X or XII as their terminal classes are called
Middle Secondary and Higher Secondary Schools The Bhutan Board of Examinations (BBE)
respectively. conducts the national examinations for Bhutanese
schools at classes X and XII. The examinations for
1.3 General Education Curriculum classes VI and VIII have been decentralized to the
schools, although the questions, model answers
The objective of primary education in Bhutan and marking schemes are provided by the BBE.
is to impart basic literacy and numeracy skills,
to provide knowledge of the country’s history, Curriculum reforms of English, Dzongkha and

Mathematics were initiated in the 9th FYP and will and Mathematics. Figure 1.4 provides an overview
continue in the 10th plan, especially for Dzongkha of the curriculum up to Class XII.
Figure 1.4 General Education curriculum PP-XII

Primary Education LSS MSS HSS
Area
Subjects PP I II III IV V VI VII VIII IX X XI XII
Dzongkha
Rigzhung
Language
English
English Literature
Mathe- Mathematics
matics Business Mathematics
Science
Physics
Science Chemistry
and
Technology Biology
Computer application
Computer Science
Environmental Studies
Social Studies
History
Human
Society Geography
and Commercial Studies
Environment
Commerce
Accounting
Economics
Creative & Visual Arts and Craft
Pratical Arts
Songs, Dances, Music
Health and Population Studies
Health,
Physical Edu. Games and Sports
& Personal Moral and Value Education
Development
Scouts
Socially use- Agriculture and Social Forestry
ful & Produc-
tive Work SUPW
Basic Vocational Skills
Learing areas with specific subjects and periods set in the time table
Learing areas addressed in co-curricular programmes, school organisation or integrated in
the subjects areas

1.4 Education Administration (ECRs) are effort towards further improving access
for every school going aged children ensuring that
The responsibility for the administration of the schools are within an hour’s walking distance.
education in Bhutan is shared amongst the Ministry In places where it is not feasible to establish a
of Education (MoE), the Ministry of Labour and CPS, the Ministry has started the establishment of
Human Resources (MoLHR), the Royal University extended classrooms (ECRs) to make education
of Bhutan (RUB), the Dzongkhags and the Geogs. accessible to remote and scattered population.
Monastic education is the responsibility of the
central monastic body and privately managed The primary education level is now placing
independent monasteries. enormous pressure at the secondary schools, thus
resulting in overcrowded classrooms. Therefore
The MoE is responsible for policy planning, another key challenge will be to provide space at
curriculum development and administration of the secondary level for students moving up from
Basic (Primary up to Middle secondary), Higher the primary level
Secondary, Non Formal and Continuing Education.
It is also responsible for ex-country tertiary level The other and the more critical concern is
scholarships, and the design and implementation the quality of education. The critical role of
of Higher Education Policy. This includes liaising education in a nation’s development and progress,
with institutions at that level, such as the RUB. The particularly in the context of a knowledge society,
organizational structure of the MoE is presented in is universally accepted, and in recent times, the
the appendices. (Annex 3.1) quality of education has increasingly become
a subject of public discussion. It is felt that the
The Dzongkhag Administration are entrusted with quality of education has not kept pace with the both
a range of responsibilities in the education sector, expansion of the education system or the times.
both formal and non formal education, school Therefore, improving the quality of education is a
construction and maintenance, supply of teaching critical challenge for the education sector in the 10th
learning materials , deployment of teachers within FYP.
the Dzongkhag and implementation of national
policies. These responsibilities are carried out To address the quality of education in the 10th FYP,
by Dzongkhag Education Officers (DEOs), and the Ministry of Education will be focusing efforts
Assistant DEOs, all of whom report both to the to reform the curriculum, strengthen and improve
Dzongdag and the Ministry of Education. both pre-service and in-service teacher education,
encouraging in-service teachers to further
The MoLHR is responsible for vocational training specialize in specific subject areas and grade levels
after class X and the Royal University of Bhutan such as for early childhood and elementary system
(RUB) is responsible for planning, curriculum to monitor the quality education at classes X and
development and administration of the eleven XII, establish a programme of National Education
tertiary institutions responsible for the provision Assessment to monitor the quality of education at
of public education after class XII. the various levels of schooling and across subjects,
enhance equitable distribution of experienced and
Bhutan faces many challenges in achieving the qualified teachers across all schools in the country,
MDG of which the most potent one is the decade strengthen and improve the education management
long insurgency; it is difficult to determine the system at all levels, with particular emphasis on the
exact number of school aged children who have school level management and review and reform
been denied access to schooling, especially in the monitoring and professional support services
those very remote and difficult parts of the country system making it more efficient and effective, inter
and also those physically disadvantaged children. alia, towards improving the quality of education.
The recent establishments of Extended Classroom
2. STATUS OF
EDUCATION IN

SUMMARY OF EDUCATION STATISTICS 2009 2009
Public Private Total
A Early Childhood Develiopment

1 Day Care Centres - 11 11
B School Education
1 Community Primary Schools 268 1 269
2 Primary Schools 85 11 96
3 Lower Secondary School 89 2 91
4 Middle Seconday School 45 1 46
5 Higher Secondary School 27 12 39
Sub-Total (B) 514 27 541

C Special Institute* 4 - 4
D Tertiary Institute under RUB 11 - 11

E Vocational Institutes 8 - 8
10
Total (Schools and Institutes)
(A+B+C+D+E) 537 38 575
Monastic Education
F (Lobdra, Shredra, etc) 388 - 388
G Non-Formal Centres***** 688 - 688
GRAND TOTAL 1,613 38 1,651
SUMMARY OF STUDENTS, LEARNERS, TRAINEES & NOVITIATES
Government Private Total
A Early Childhood Development Male Female Male Female Male Female Total
1 Day Care Centres 0 0 195 168 195 168 363
B School Education
1 Community Primary Schools 15,753 15,337 41 23 15,794 15,360 31,154
2 Primary Schools 11,802 11,763 796 803 12,598 12,566 25,164
4 Lower Secondary Schools 23,837 24,316 338 321 24,175 24,637 48,812
5 Middle Secondary Schools 17,241 16,650 198 165 17,439 16,815 34,254
6 Higher Secondary Schools 9,783 9,097 3,005 2,993 12,788 12,090 24,878
Sub-Total 78,416 77,163 4,378 4,305 82,794 81,468 164,262
B Bhutanese students in India & abroad** 188 104 188 104 292
11
Sub-Total (B [i]+[i]) 78,416 77,163 4,566 4,409 82,982 81,572 164,554
C Special Institutes* 80 36 80 36 116
D Tertiary Education
1 Tertiary Institutes under RUB 3,296 1,755 3,296 1,755 5,051
2 Tertiary Students in India*** 78 23 1,844 1,392 1,922 1,415 3,337
5 Tertiary Students abroad*** 321 71 13 13 334 84 418
Sub-Total (D) 3,695 1,849 1,857 1,405 5,552 3,254 8,806
E Vocational institutes 825 397 825 397 1,222
Total (Schools and Institutes) 83,016 79,445 6,618 5,982 89,634 85,427 175,061
Monastic Education
F 4,395 67 5,149 - 9,544 67 9,611
(Lobdra, Shredra,etc)****
G Non-Formal Centres***** 3,999 9,161 3,999 9,161 13,160
GRAND TOTAL 91,410 88,673 11,767 5,982 103,177 94,655 197,832
SUMMARY OF TEACHERS, LECTURERS, INSTRUCTORS, TRAINER & CAREGIVERS
Government Private Total

A Early Childhood Development Male Female Male Female Male Female Total
1 Day Care Centres - - 1 36 1 36 37
B School Education
1 Community Primary schools 991 290 5 2 996 292 1,288
2 Primary Schools 500 431 36 86 536 517 1,053
3 Lower Secondary Schools 904 881 18 32 922 913 1,835
4 Middle Secondary Schools 734 540 12 15 746 55 1,301
5 Higher Secondary Schools 598 314 202 77 800 391 1,191
Sub-total (B) 3,727 2,456 273 212 4,000 2,668 6,668

C Special Institutes* 17 20 - - 17 20 37
12
D Tertiary Institutes under RUB 625 168 - - 625 168 793
E Vocational Institutes 110 17 110 17 127
Total (Schools and Institutes)
G Non-Formal Centres***** 315 441 315 441 756
GRAND TOTAL 4,794 3,102 274 248 5,068 3,350 8,418

* National institute for the Disabled, the Sanskrit Patshala and Drugyel LSS and Changangkha LSS are included under Special Institutes

** Bhutanese students in PP-XII studying in Darjeeling and Kalimpong

*** Students who are on RGOB Scholarship abroad have been listed under public students and other students studying abraod under private

**** The monastic enrolment reflected under public is from 2009, the enrolment reflected under private is from 2004
2. STATUS OF EDUCATION 2009
2.1. Enrolment, Schools and Teachers at the National Level

2.1.1. Enrolment
The total enrolment figures for Bhutan in March and students studying outside the country is
2009 are presented in table 2.0. This includes not comprehensive, this gives a good indicative
enrolment in all Bhutanese educational institutes overview. In total there are about 198,000 students
as well as Bhutanese students studying outside and learners.
Bhutan. Although, the data on monastic enrolment
Table 2.0 Enrolment per school level & type, March 2009
Day care centre Students - 363 363
Primary Students(PP-VI) 106,056 2,786 108,842
Lower & Middle Secondary Students (VII-X) 43,339 266 43,605
Higher Secondary Students (XI-XII) 6,184 5,631 11,815
School Students Abroad * - 292 292
Special Institute Students** 116 - 116
Tertiary Students 5,051 - 5,051
Tertiary Students Abroad ^ 493 3,262 3,755
Vocational Students ^^ 1,222 - 1,222
NFE learners~ 13,160 - 13,160
Monastic Students ~~ 4,462 5,149 9,611
Total 180,083 17,749 197,832

Table 2.0 Estimated enrolment per school level & type, March 2009
* The information on the School students abroad is based upon information given by the Dzongkha Lopens
in Darjeeling and Kalimpong. Since sizeable amount of students are enrolled in these places. We do not collect school
children in other parts of India
** The special institutes are the Sanskrit Patshala and the National Institute for the Disabled. Students enrolled in the Deaf
Unit in Drukgyel LSS and Changangkha LSS are reflected under the general students since these students participate in
regular education
^The figures for tertiary students abroad are based upon administration information with the scholarship divisions, DAHE,
for students on scholarship and tertiary Education Division for the tertiary students upon the membership of the Bhutanese
Students Association in India and abroad. As the information on students studying abroad without government support is
based on a secondary source of data. It is not comprehensive or complete
^^ Information on Vocational institutes and the Royal University is from the 2008/2009 academic year, which runs from
July 08 to June 09
~ The information on the NFE learners has been collected by the NFE division of the MoE.
~~ Information about the Monastic education has been collected by the Central Monastic Body. The enrolment reflected
under public is data collected in 2007. The enrolment reflected under private monasteries is from 2004
13
Table 2.1 below presents the key education Census 2005. Both Gross and Net, are based on
indicators for access to education, Gross Primary the number of pupils formally registered, usually
Enrolment Ratio (GPER) and Net Primary surveyed at the date close to the beginning of the
Enrolment Ratio (NPER). These are calculated school year. In Bhutan we do not collect attendance
based on the Projection of Population and Housing information.
The following box 2.0 gives a brief analysis on the NER and GER as per the EFA Goal Monitoring Report
2003/4.
Box: 2.0 a closer look: analysis of Primary enrolment
No single statistics is adequate for the task of monitoring progress towards UPE. Historically the GER had been
used since 1980 (the year of the Addis Ababa plan) as a leading indicator of progress. More recently, however, as
countries progress towards UPE, more and more of them have GERs exceeding 100%, their values being inflated
by the number of early and late entrants and repeaters in school.
The NER also has drawbacks. Thus, where the official entrance age is different from the usual entrance age, an
underestimation of actual school participation results, by including only children of primary school age. The NER
does not take into account other children who will eventually complete primary education. Thus, both indicators
need to be examined in relation to each other and together with other parameters, such as percentage of overall
pupils, the percentage of repeaters, and the survival and completion rates. Each of these tells important and
complementary parts of the story
Table 2.1 Enrolment Ratios 2009, 2008, 2007 and 2006

Indicator 2006 2007 2008 2009
NER primary education (PP-VI) 79% 84% 88.0% 91.82%
GER primary education (PP-VI) 102.0% 106.0% 112.0% 115.73%
NER Basic education (PP-X) 75.0% 78.0% 85.0% 88.36%
GER Basic education (PP-X) 85.0% 88.0% 96.0% 100.30%
The biggest increases are observed for the primary net enrolment ratios. The primary net enrolment ratios
increased from 79 in 2006 to 91.8 percent in 2009; almost equal number of boys and girls are enrolled at
the official school age.
Between 2006 and 2009, the primary NER increased from 79 to 91.8 percent. The primary NER of girls grew
by 14 percentage points over the three-year period, compared to 11 percentage points for boys, indicating
increased girls’ enrolment. As a result, the gap between the male and female primary NER had dropped.
The recent statistics shows that fewer boys than girls enroll in school at the official school age.
EFA Global Monitoring and Report 2003/4, UNESCO
14
2.2. Trends in Primary Education 2006-2009
Figure 2.0 Survival to the grade 5 and grade 10
Grade 5 Grade 10
100% 90%
97% 80%
80% 76% 75%
95% 71% 71% 72%
95% 70% 66% 65%
91% 92%
91% 60%
90% 89%
50%
86% 40%
85% 30%
83%
20%
80% 10%
0%
75% 2005 2006 2007 2008
2005 2006 2007 2008
The survival rate to grade 5 and 10 showed the the education system, private schools makes up
improvement between 2006 and 2009. For all 3 percent of the enrolment. The Net enrolment
children combined, this indicator grew from 89 ratio has increased rapidly as a result of Royal
and 68.1 to 93.6 and 77.6 percent. Compared to Government’s commitment to education. The Net
boys, girls have more probability of advancing to Primary Enrolment (NPER) has jumped sharply
the fifth and tenth grade. within a very short period, from 53 % in 1998 to
It is worth mentioning here that in terms of 91.8 % in 2009(excluding those children studying
private participation and parental contribution to abroad and those enrolled in the monasteries).
15
Figure 2.1 Primary enrolment, NER
95% 93%
91%
90% 89%
87%
85% 84% 84%
80%
80% 79%
75%
70%
2006 2007 2008 2009
The increasing enrolment and primary school and the key challenge is to put in place innovative
completion rates indicate that Bhutan is on the and cost effective strategies to provide access and
track to achieving the MDG goals. However the quality education.
last mile will be hardest to achieve. Currently,
it is estimated that 4-5% of the primary aged According to the PHCB 2005, it has shown that
population are out of school. While a few of these about 1% of primary aged children are studying
are pursuing education in monasteries (2%) and outside Bhutan, and about 2% are enrolled in
abroad (1%), they also include children in remote the monasteries. Assuming that these ratios still
and hard to reach areas, children of nomadic and holds true, then over 95.82% (91.82% NER, 1%
migrant populations and children with learning abroad, and 2% in the Monasteries, 1% enrolled
disabilities whose special learning needs are in Secondary level in 2009) of our Primary aged
currently not catered for. These children have children access education. Chapter 3 provides a
different needs from the majority of the students, more thorough analysis.
Figure 2.2 Trend on survival to 5 and grade 10
Grade 5 Grade 10
94%
93%
80%
92% 78%
91% 76%
90% 74%
72%
89% 70%
88% 68%
66%
87% 64%
86% 62%
2005 2006 2007 2008 2005 2006 2007 2008
16
Figure 2.3 Net enrolment ratios since 1998
120%
100%
80%
60%
40%
20%
0%
1998 2005 2006 2007 2008 2009 2015
Given the recent progress of the Net Enrolment The RUB has 11 colleges located across the
Ratio (NER) in Primary education, it seems likely country. Under the MoLHR there are 8 vocational
that Bhutan will achieve the target of Universal training institutes. There are 391 monastic schools
Primary Education by 2015. under the central monastic body. The number of
Overall the NER has increased from 53% in 1998 private monasteries remains unaccounted for. That
makes a total of 1737 educational institutions in
to 91.8% in 2009 according to our annual school
the country.
census data. The improvement in the enrolment
ratios for girls was much better than for the boys. In In 2009, 13 Community Primary Schools, 1 Private
terms of enrolment, there are no gender disparities Community Primary School, 1 Lower Secondary
between boys and girls, with girls sometimes doing School, 1 Private Higher Secondary Schools and 34
better than boys at the national level. However in Extended Classrooms were opened while 3 schools
Gasa and S/Jongkhar there are significantly more were upgraded to Lower Secondary, 1 to Middle
boys enrolled, and in Punakha and Wangdue, there Secondary and 1 to Higher Secondary. In addition,
are more girls enrolled 1 private Lower Secondary School was upgraded
to Middle secondary schools and 2 private primary
2.3. Schools and Institutes school to higher secondary school.
At the moment the total number of schools under In the appendices a detailed list of the new and
the general education system in Bhutan consists upgraded schools in 2009 is presented (see annex
of 269 Community Primary Schools, 1 Private 1)
Community Primary School, 85 Primary Schools,
11 private Primary Schools, 89 Lower Secondary 2.3.1. Extended Classroom
Schools, 2 private Lower Secondary Schools,
45 Middle Secondary Schools, 1 private Middle The tenth five year plan emphasizes the
Secondary Schools, 27 Higher Secondary Schools, universalization of Primary education to equip
12 Private Higher Secondary Schools and 11 citizens with knowledge and skills to lead better
private Day Care centers. The 4 special institutes life. The tenth five year plan envisages NER of
are the National Institute for the Disabled, Deaf 100% in primary, 90% in basic education, 70%
unit in Drugyel LSS, Changangkha LSS and the in the 15+ age group. To achieve this target
Sanskrit Patshala. There are 688 Non-Formal Ministry of education is committed to improving
Education centers in the country. the efficiency of the education system, increasing
access to primary and secondary education.
17
The recent establishments of Extended Classroom The average enrolment in a Community Primary
(ECRs) are effort towards further improving access School (CPS) is 115 students. There are 270 such
for every school going aged children, especially community primary schools. Over the years several
from remote rural areas and those scattered CPSs have been upgraded to Lower Middle and
villages where students had to walk a long distance Higher Secondary Schools.
to school. A significant number of these children
are out of school. 2.4 Schools and Enrolment by
Almost 1000 students are reported to have enrolled
Location
in ECR this year. Most of these students are from
a very remote area. The Ministry of Education categorizes every school
according to its location. This categorization is
These initiatives have enabled RGoB to improve used for teacher appointments and other policies.
the Net Primary Enrolment Ratio (NPER) from At the moment the Ministry uses the following
79% in 2006 to 91.8% in 2009. seven categories: Urban (grade 1 and grade 2),
Semi-urban, Semi-remote, Remote, Very remote,
2.3.2. Early Childhood Care and Difficult. Table 2.2 gives the details for this year.
Development Around 64 percent of the total enrolment is
concentrated in the urban and semi-urban areas,
The Ministry of Education has approved the while only 36 percent of schools are in these areas.
establishment of two day-care centres in Gomtu This can be attributed to the scattered nature of our
and Samtse, and is in the process of developing population settlements in the rural and remote areas
a national policy on Early Childhood care and and explains the relatively high cost of providing
Development (ECCD). education services.
2.3.3 Community Primary Schools It is also apparent from the table above that most
of the CPSs are in remoter areas of the country,
Over the years, the Ministry of Education has been generally lacking communication and access
able to enhance access to education for population facilities, while most Secondary Schools are in
groups living in the rural and remote parts of the larger and better connected areas. Over 29% of
country through the establishment of community primary school students are currently enrolled in
primary schools. A community primary school is a CPSs - a little over 50% of these students – around
primary school that caters to a specific community, 15,657 students - are enrolled in 163 schools
which can be a village or a cluster of defined classified as remote, very remote or difficult. These
villages. All the households in the community students would otherwise have had to either walk
contribute labour towards the construction and long distances or be enrolled in boarding schools
maintenance of the school. The government to access education.
provides support in the form of payment for skilled
labour, and construction materials that are not
locally available as well as textbooks, stationery
and teachers.
3 The categorization of schools is planned to be changed. The new categorization was not yet finalized when this
report was finished. The last time schools were officially categorized was in 2004.
18
Table 2.2: Schools & Enrolment by Location, 2009
Urban Semi-Urban Semi-Remote Remote Very Remote Difficult Total
No. Enrol. No. Enrol. No. Enrol. No. Enrol. No. Enrol. No. Enrol. No. Enrol.
4 931 27 4,580 75 9,986 101 9,517 59 5,910 3 230 269 31,154

CPS
0.7% 0.6% 5.0% 2.8% 13.9% 6.1% 18.7% 5.8% 10.9% 3.6% 0.6% 0.1% 49.7% 19.0%
21 10,667 12 3,398 21 4,299 18 2,918 24 3,882 - - 96 25,164

PS
3.9% 6.5% 2.2% 2.1% 3.9% 2.6% 3.3% 1.8% 4.4% 2.4% 0.0% 0.0% 17.7% 15.3%
27 24,323 19 8,482 30 10,840 9 3,408 6 1,759 - - 91 48,812

LSS
5.0% 14.8% 3.5% 5.2% 5.5% 6.6% 1.7% 2.1% 1.1% 1.1% 0.0% 0.0% 16.8% 29.7%
19
19 16,212 17 12,184 7 4,125 3 1,733 - - - - 46 34,254
MSS
3.5% 9.9% 3.1% 7.4% 1.3% 2.5% 0.6% 1.1% 0.0% 0.0% 0.0% 0.0% 8.5% 20.9%
30 21,257 9 3,621 - - - - - - - - 39 24,878

HSS
5.5% 12.9% 1.7% 2.2% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 7.2% 15.1%
101 73,390 84 32,265 133 29,250 131 17,576 89 11,551 3 230 541 164,262
Total
18.7% 44.7% 15.5% 19.6% 24.6% 17.8% 24.2% 10.7% 16.5% 7.0% 0.6% 0.1% 100.0% 100.0%
2.5. Non Formal Education to incorporate English and Mathematics as
additions.
The number of NFE centres has increased
tremendously from 6 in 1992 with 300 learners 2.6. Continuing Education
to 688 with 13,160 learners and 756 instructors in
Programme
2009, Recognizing the important role of the NFE
instructors, and in a bid to boost this important
The CE programme offers adults who could not
sub-sector, the Royal Government has raised their
complete their school education with the opportunity
salary from Nu.4500 to Nu.6000 per month. The
to upgrade their academic qualification. In order to
number of centres and enrolment had decreased
provide more people with the same opportunity,
as compared to last year. Learners attend a basic
beyond Thimphu, the programme was extended to
literacy course followed by a post literacy course.
Paro and Chukha Dzongkhags.
The Non-Formal Education (NFE) Programme has
The number of people enrolled in the programme
contributed greatly to increasing the literacy rate
grew from around 300 in 2007 to over 860 in 2009.
of our population. From a negligible adult literacy
Possibilities are also being explored to further
level in 1961, the Population and Housing Census
expand CE programme to other Dzongkhags
of Bhutan (PHCB) 2005 report the adult literacy
through selected public schools for better
rate at 53%. While national baseline data on literacy
outreach.
is still lacking and will need to be developed, the
PHCB 2005 nevertheless indicates that despite
successes in this area, Bhutan still has a low level 2.7. Teachers
of literacy by both international and regional
standards. Therefore the Royal Government has There were 8418 teachers and Instructors excluding
set an ambitious challenge of raising the adult monastic teachers as of March 2009. This includes
literacy rate to 70% by 2013. 350 teachers recruited under the Light Druk-Yul
project and 53 expatriate teachers, in March 2009,
An impact study of the NFE programme was who were sent to the Dzongkhags.
conducted in 2008 jointly with UNICEF. This is
the first comprehensive study of the NFE sector Table 2.3 shows the steady increase in the teaching
since its inception almost two decades ago. The cadre over the last six years for both public and
study highlighted a number of achievements and private schools. The growth in teacher numbers
identified areas for improvement and change. The across all levels of schools in 2009, shows the
Ministry of Education has already started taking even spread of new establishments and upgrading
action on the recommendations, specifically across all levels.
20
Table 2.3 Changes in teacher cadre per school type 2002-2009

CPS PS LSS MSS HSS Total
Teach Teach Teach Teach Teach Teach
% gr % gr % gr % gr % gr % gr
ers ers ers ers ers ers
2009 1835 84% 1301 41% 1191 -30% 6668 467% 37 -96% 11032 92%
2008 1000 12% 922 2% 1691 4% 1177 8% 955 12% 5745 7%
2007 892 5% 905 15% 1627 -1% 1093 46% 854 43% 5371 16%
2006 852 8% 790 3% 1643 11% 748 4% 596 8% 4629 8%
2005 786 11% 767 2% 1477 1% 721 -1% 551 25% 4302 5%
2004 707 19% 752 7% 1461 5% 729 17% 440 -6% 4089 9%
2003 592 12% 701 -7% 1388 20% 623 -7% 466 35% 3770 9%
2002 529 755 1153 670 346 3453
2.8 Education facilities, enrolment and teachers in the Dzongkhags
2.8.1. Provision of schools per do not have access to schools within their own
Dzongkhag locality are boarded in the nearest boarding school.
Every Dzongkhag provides basic education for (Boarding is also offered in some selected primary
its children. At the secondary level, students who schools).
Figure 2.4 Enrolment per Dzongkhag by level of school
30000
25000
20000
Pvt. HSS
Pvt. HSS
15000
HSS
HSS
Pvt. MSS
10000 Pvt. MSS
MSS
MSS
Pvt. LSS
5000 Pvt.
LSS
LSS
LSS
Pvt. PS
0 Pvt.
PS PS
S/Jongkhar
CPS
CPS
Zhemgang
Bumthang
T/yangtse
p/Gatshel
Wangdue
Lhuentse
Thimphu
Punakha
Sarpang
Trongsa
Mongar
Chukha
Dagana
Tsirang
Samtse
T/gang
Gasa
Paro
Haa
Most Dzongkhags have middle and higher secondary schools with boarding facilities to provide education
at these levels to students who do not have access to Secondary Schools within their own locality. However
urban Dzongkhags/Dungkhags like Thimphu, Samtse and Phuentsholing do not have boarding schools at
the higher secondary level.
21
Figure 2.5 Primary enrolment (PP-VI) by Dzongkhag
16000
14000
12000
10000
8000
6000
4000
2000
S/Jongkhar
Zhemgang
Bumthang
T/yangtse
p/Gatshel
Wangdue
Lhuentse
Thimphu
Punakha
Sarpang
Trongsa
Mongar
Chukha
Dagana
Tsirang
Samtse
T/gang
Gasa
Paro
Haa
The above figure gives an overview of enrolment primary enrolment, followed by Chukha and
in primary education (PP-VI) of each Dzongkhag. Samtse with 11,011 and 10,616 students enrolled
Thimphu has the highest, with 14,340 students in PP-VI respectively, making about 10% of the
enrolled in Class PP-VI- about 13% of total primary enrolment.
Figure 2.6 Secondary enrolment (Class VII –XII) by Dzongkhag
12000
10000
8000
6000
4000
2000
0
S/Jongkhar
Zhemgang
Bumthang
T/yangtse
p/Gatshel
Wangdue
Lhuentse
Thimphu
Punakha
Sarpang
Trongsa
Mongar
Chukha
Dagana
Tsirang
Samtse
T/gang
Gasa
Paro
Haa
As can be seen from the figure above, Secondary followed by the Chukha and Samtse as usual, by the
enrolment by Dzongkhag, Thimphu has the highest fact that these are the most populous Dzongkhag.
2.8.2. Teachers in the Dzongkhags

The table below shows the teachers per school type per Dzongkhag in Bhutan. Details are discussed in the
chapters about teachers and quality indicators.
22
Figure 2.7 Teachers per school type
1200
1000
800
600
400
200
S/Jongkhar
Zhemgang
Bumthang
T/yangtse
p/Gatshel
Wangdue
Lhuentse
Thimphu
Punakha
Sarpang
Trongsa
Mongar
Chukha
Dagana
Tsirang
Samtse
T/gang
Gasa
Paro
Haa
2.9 School Feeding, WFP by a government stipend to cover the third meal.
For a limited number of informal boarders in
The policy of the Ministry of Education and the community and primary schools the third meal is
regional agencies is to provide primary schooling provided by the family of the children. Moreover,
within easy walking distance, in order to allow for approximately 18,700 primary level day
children to attend school near their homes. students, WFP provides two meals per day. This
However, given the mountainous terrain, the means that about 17% of the primary level students
dispersed settlement patterns of the population and in Bhutan receive school feeding.
resource constraints, some children have to enroll
in primary schools more distant from their homes The WFP further provides 2 meals a day for all
as day scholars, or as boarders. boarders in public secondary schools up to class
X. The government supplements this with a
This is made possible, largely due to the provision stipend scheme which covers the cost of 1 meal
of meals through the school feeding program. per boarder. Around 20% of all class VII to class
Approximately 6,000 primary level students, who X students in Bhutan is entitled to this support.
have to board, are provided with two meals a day In addition, about 12% of day scholars in classes
through the World Food Program (WFP). These VII-X also receive 2 meals a day through the WFP
two meals for boarding students are supplemented school feeding programme.
Table 2.4 School feeding in 2009, WFP-support and Government stipend

Primary Students Receiving Primary Students Receiving Class VII-X Students receiv-
WFP & Stipend WFP ing WFP and Stipend
No % No % No %
Day 0 0.0% 14,904 14% 5,035 12%
Boarders 6,071 6% 3,859 4% 3,859 9%
6,071 6% 18,763 17% 8,894 20%
In the appendix an overview of the WFP-supported schools per Dzongkhag is given. (Annex 5)
23
3. ENROLMENT IN THE GENERAL

EDUCATION PROGRAM
3.0. Primary Education (Classes PP-VI)
The number of new entrants in primary education as of March 2009 was 16,250. About 7% increase from
last year. Two important indicators to monitor the level of access to education in Bhutan are the Apparent
(Gross) Intake Ratio (AIR) and the Net Intake Ratio (NIR).
The box 3.0 gives the brief explanation on the two indicators (NIR and GIR)
Box 3.0: Access to primary education
Universal enrolment of children in school cannot be achieved unless a first-grade intake approximates 100% of
the starting age range. Accordingly gross and net intake rates provide useful indicators of one aspects of progress
towards EFA
In many developing countries the official entrance age means little. The high proportion of late entrants in sub-
Saharan Africa and Latin America and the Caribbean implies that the NIR often underestimates the actual access.
For example in 1996 in Chile, where the official entrance age is 6, the NIR for 6 year olds was 38%, as against 60%
for 7 year olds. In Lesotho (1996) the values were respectively 30% for official entrance age and 35% for one year
older, in other countries the proportion of underage enrollees may be significant. On the other hand when there are
many early or late entrants the GIR may be effectively, over estimates access. Thus the two indicators have to be
interpreted with care.
Table 3.0 gives the AIR for the last 6 years. Both private and public students (excluding those 6-12 years
old children enrolled in the monastery and abroad). As shown in the table, the AIR has exceeded 100% for
the last 6 years and continues to increase.
Figure 3.0. Pre-primary enrolments by age
4 AIR = total number of new entrants/total population of correct age (6 years old)
NIR = total number of correct age entrants (6 years old)/total population of correct age (6 years old)
5 EFA Global Monitoring and Report 2003/4, UNESCO
24
The Net Intake Ratio for 2009 is estimated at around 120.5% showing, that a lot of children go
around 53%. This is 2.7% higher than last year to school for the first time when they are older than
when it was estimated at 50%. In 2006 it was 6, almost 52% of the PP enrolment are more than
estimated at 44%. The estimate is based upon 6 years old, 7% are 5 years and below. In 2009 , it
the assumption that all 6 year olds in PP are new is estimated that around 41% of the new entrants
entrants since the age of the repeaters is unknown. are 6 years (right age). Since several children are
Since the Apparent Intake Ratio has been more younger than 6 in PP the NIR is an estimate.
than 100% over the last years and this year it is
Table 3.0 Gross or Apparent Intake Ratio (AIR) 2004-2009
3.4.Class
Secondary
YearEducation
Enrolment Repeaters
New Pop. 6
AIR
Entrants yrs old
PP 2009 17305 1055 16250 13485 120.5%
PP 2008 16434 1192 15242 13343 114.2%
PP 2007 16392 1127 15265 13347 114.4%
PP 2006 16842 1257 15585 13907 111.1%
PP 2005 15518 1507 14011 12887 108.1%
PP 2004 16636 1761 14875 14143 104.2%
Table 3.1 below shows the new admissions in PP for the last 8 years. The enrolment has increased over the
years from only 13,491 in 2002 to 16,250 students in 2009, about 20% increase since 2002.
Table 3.1 New admissions in PP 2002-2008

PP Enrolment Growth
Year
Boys Girls Total # %age
2009 8145 8105 16250 1008 6.6%
2008 7612 7630 15242 -23 -0.2%
2007 7751 7514 15265 -320 -2.1%
2006 7967 7618 15585 1574 11.2%
2005 7187 6824 14011 -864 -5.8%
2004 7565 7310 14875 891 6.4%
2003 7052 6932 13984 493 3.7%
2002 6967 6524 13491 614 4.8%
Average annual growth rate 3.1%
Table 3.2 below shows that the total enrolment in primary education has increased by 2,742 students in
2009 almost twice the last year’s primary enrolment growth. The enrolment growth rate had increase by
about 1% from last year. There had been a notable increase in the primary enrolment with an average annual
increase of 2.7% for the last 8 years.
25
Table 3.2: Enrolment in Primary Education, 2002-2009

Students Annual Growth
Years
Boys Girls Total %
2009 54705 54137 108842 2742 2.6%
2008 53571 52529 106100 1633 1.6%
2007 53260 51207 104467 2275 2.2%
2006 52187 50005 102192 2318 2.3%
2005 51218 48656 99874 2025 2.1%
2004 50443 47406 97849 3875 4.1%
2003 48921 45053 93974 3030 3.3%
2002 48006 42938 90944 2752 3.1%
This increase in primary enrolment has also been accompanied with the enrolment of many underage and
overage children in the education system (see table 3.3 for details)
Table 3.3 Primary enrolment by age
Overage
Right age(in Right age
Class within 6- underage
years) enrolment >12 years T. overage
12years
PP 6 41.0% 50.9% 0.7% 51.6% 7.5%
I 7 31.7% 59.6% 1.1% 60.7% 7.6%
II 8 29.0% 59.8% 2.2% 62.0% 9.0%
III 9 25.8% 57.3% 8.1% 65.4% 8.8%
IV 10 21.5% 49.4% 20.8% 70.2% 8.3%
V 11 19.9% 27.8% 44.3% 72.1% 8.0%
VI 12 19.8% 0.0% 72.7% 72.7% 7.5%
Average 27.0% 43.5% 21.4% 64.9% 8.1%
As can be seen from the above tables, there are also children who starts their schooling at the age more than
12 years.
Table 3.4 shows the Gross primary enrolment ratio and the Net primary enrolment ratio from 2005 to
2009.
6 As mentioned in footnote 8, chapter 2, the denominator for 2005 to 2007 ratios was based on the PHCB05
data with 0% international migration and 0% mortality for the concerned age group. The 2008 and 2009 ratios used the
Dzongkhag population projection 2006-2015 published by NSB in June 2008.
26
Figure 3.1. Division of primary aged Children (6-12 yrs)
Table 3.4 NPER and GPER 2005-2009
Gross Primary Net Primary
Enrolment Enrolment
2009 115.73% 91.82%
2008 112% 88%
2007 106% 84%
2006 102% 79%
2005 97% 73%
The number of out of school primary age children not in PP-VI is around 3,852 i.e. almost 4%. However,
these children do not necessarily have to be out-of-school. Analyzing current data allows for the following
assumptions and estimates of the whereabouts of these children to be made:
Box 3.1: assumption of the primary aged children not in school

• A large proportion of these children are 6 years old and not yet in school. Since the NIR is estimated to be
around 52.7%, while the AIR is around 120.5%, more than 50% of the children entering school for the first time
are older than 6 years old, while some 7%) be younger, especially in the private schools. Based on the available
data, around 19% of the primary enrolment are over the age of 12 and 7% of the primary enrolment are 5 years
and below. This big difference between NIR and AIR has also occurred in previous years. It is estimated that
around 5% of the 6-12 year old children are 6 years old and not yet enrolled. Given the limited spaces in urban
areas and the difficult walking distances in remote areas, it is very likely that most of them will be enrolled next
year or the year thereafter.
• A small group of these primary school age children who are not in the primary levels is actually enrolled in
class VII or higher. The Net Primary Enrolment does not include these children. Based on the available data,
around 1% of the children aged between 6 to 12 years old are enrolled in secondary education in Bhutan.
• Based on the PHCB results, an estimate of the number of primary age children staying/studying abroad and the
number of primary age children studying/staying in monastic schools can be made. In 2005 around 1% of the 6-
12 year old children were reported to be temporarily abroad. It is assumed that they were enrolled in school. In
2005 around 2% of the 6-12 years old children were assumed to be enrolled in traditional, monastic education.
If we assume that the proportion of children abroad and in the monastery as a proportion of the total out-of-
school population remains the same, it is estimated that around 1% of the 6-12 year old children are studying
abroad and around 2% of the 6-12 year old are in the monastery.
• The last group are the children 7 years and older who are currently out of school. They will have dropped out
or never gone to school. Looking at the current age of entrants in PP some might still enroll or return to school
while some will not. Since the age of the drop-outs is unknown, it is not possible to estimate how many of these
children have actually dropped out and how many never went to school.
• Some of the out of school children mentioned above would also include disabled children. In order to achieve
universal primary education it would be necessary to make provisions also for the education of all disabled
children and this includes also finding how many children in Bhutan are disabled, how many of these children
are already in school and what kind of special needs these children have in order to receive quality education
27
3.2 Girls Enrolment
Girls’ enrolment over the last 6 years shows a slow but steady increase. With the exception of higher
secondary level, the girls’ enrolment as a percentage of the total school enrolment is about 50%, at every
level of general education. However, even at the higher secondary level, the enrolment of girls has been
increasing steadily over the years. The girl’s enrolment in the Secondary education had increased from 45
in 2002 to 49.6 percent in 2009 with the increase of 4.6% since 2002.
The box 3.2 shows brief backgrounds on the importance of education girls published by UNICEF.
Box 3.2: Importance of educating girl.
It is extremely important that girls have access to an education. For every additional year girls go to school, they
receive 20 percent higher wages and suffer 10 percent fewer child deaths. Women with some formal education are
more likely to seek medical care, ensure their children are immunized, be better informed about their children’s
nutritional requirements, and adopt improved sanitation practices. As a result, their infants and children have
higher survival rates and tend to be healthier and better nourished. According to The International Center for
Research on Women, the education that a girl receives is the strongest predictor of the age she will marry and is a
critical factor in reducing the prevalence of child marriage. The World Bank estimates that an additional year of
schooling for 1,000 women helps prevent two maternal deaths. Also, each additional year of formal education that
a mother completes translates to her children staying in school an additional one-third to one-half of a year.
Figure 3.2. Girls participation in the Secondary Education since 2002
30000
25000
20000
15000
10000
5000
0
2002 2003 2004 2005 2006 2007 2008 2009
In terms of private participation and contribution to the education system, Private Secondary enrolments
make up 11 percent of the total enrolment compared to 8% in 2006.
Progress for Children (A Report card on Gender Parity and primary education.), UNICEF.
28
In 2000, the international community committed While notable progress has been made in the
to achieving Millennium Development Goals category of enrolment; much progress is still
(MDGs) by the year 2015, two specifically needed, especially in addressing quality of
related to education: MDG 2 focuses on universal education that addresses socio-economic needs.
primary education and MDG 3 aims to reduce the Furthermore the Gross Enrolment Ratio has
gender gap in education. Bhutan has achieved an increased to 115.73% in 2009 with 99 boys
impressive girl’s Primary Net Enrolment Ratio of for every 100 girls enrolled in Primary schools
92.55 to that of 89.94 percent for boys with the irrespective of age. The national survival rate of
boys/girls ratio to be 99.8 boys to that of 100 girls girls in primary school is 94.8 to that of 85.5% for
(which means there are more girls enrolled than boys.
boys at the official age group) .
Table 3.5 Percentage wise girls’ enrolment per level and type of school, March 2009
Class Pvt CPS PS LSS MSS HSS ALL
PP-VI 49.1% 49.3% 49.9% 50.2% 49.3% 51.9% 49.7%
VII-VIII 43.2% 0.0% 0.0% 51.4% 51.5% 51.7% 51.4%
IX-X 32.7% 0.0% 0.0% 0.0% 46.6% 51.8% 49.1%
XI-XII 50.3% 0.0% 0.0% 0.0% 0.0% 40.7% 45.3%
PP-XII 49.6% 49.3% 49.9% 50.5% 49.1% 48.2% 49.6%
From table 3.5 you can see clearly at the higher level education, girls’ enrolment is lower than boys. In the
upper secondary school, girls are seen to reduce in numbers as they proceed to higher classes especially
after class X. About 86 girls to that of 100 boys enroll in class XI and XII, while 102 girls out of every 100
boys enrolled in XI and XII, are of right age (17-18years). This means that more girls are enrolled at the
official age in the Higher Secondary School.
Table 3.7 gives a regional picture of the number and percentage of girls enrolled under the different
categories of schools by Dzongkhag. This ratio is a crude indicator, since it does not take into account
differences in overall population, which could make significant differences, especially in scantily populated
areas where a 50-50 gender division is not always realistic.
On average, girls make up 50% of the enrolment in Bhutanese schools and in several Dzongkhags it is
above 50%. Since enrolment and population figures are so small, these are all indicative figures. It is
difficult to draw valid conclusions without knowing the actual population in the Dzongkhags and regional
categories.
29
Table 3.6 Girls’ enrolment by type/level of school, March 2009
Private Com. Primary Primary Lower Sec. Middle Sec. Higher Sec.
Total
Class Schools Schools Schools Schools Schools Schools
G T G T G T G T G T G T G T
PP 490 1,020 2,844 5,734 1,703 3,452 2,441 4,845 1,023 2,057 98 197 8,599 17,305
I 220 457 2,583 5,186 1,786 3,531 2,426 4,902 1,116 2,240 88 173 8,219 16,489
II 188 393 2,396 5,002 1,729 3,518 2,414 4,880 1,040 2,128 103 181 7,870 16,102
III 169 324 2,323 4,837 1,677 3,404 2,543 5,192 1,030 2,143 74 135 7,816 16,035
IV 127 261 1,980 4,028 1,679 3,433 2,548 5,192 1,071 2,280 66 128 7,471 15,322
V 81 174 1,778 3,482 1,659 3,261 2,679 5,101 1,188 2,344 75 177 7,460 14,539
VI 92 157 1,433 2,821 1,530 2,966 2,486 4,856 1,072 2,099 89 151 6,702 13,050
Sub-
1,367 2,786 15,337 31,090 11,763 23,565 17,537 34,968 7,540 15,291 593 1,142 54,137 108,842
Total
30
VII 40 101 0 0 0 0 3,739 7,299 2,433 4,743 391 707 6,603 12,850
VIII 30 61 0 0 0 0 3,040 5,886 2,274 4,402 542 1,098 5,886 11,447
Sub-
70 162 0 0 0 0 6,779 13,185 4,707 9,145 933 1,805 12,489 24,297
Total
IX 14 46 0 0 0 0 0 0 2,544 5,389 2,669 5,116 5,227 10,551
X 20 58 0 0 0 0 0 0 1,859 4,066 2,383 4,633 4,262 8,757
Sub-
34 104 0 0 0 0 0 0 4,403 9,455 5,052 9,749 9,489 19,308
Total
XI 1356 2719 - - - - - - - 1,361 3,271 2,717 5,990
XII 1,478 2,912 - - - - - - - - 1,158 2,913 2,636 5,825
Sub-
2,834 5,631 0 0 0 0 0 0 0 0 2,519 6,184 5,353 11,815
Total
Total 4,305 8,683 15,337 31,090 11,763 23,565 24,316 48,153 16,650 33,891 9,097 18,880 81,468 164,262
Table 3.7 Girl’s enrolment per location per Dzongkhag, March 2009
Urban Semi-Urban Semi-Remote Remote Very Remote Difficult Total
Dzongkhag
Enrol % Enrol % Enrol % Enrol % Enrol % Enrol % Enrol %
Bhutan 36961 50% 15518 48% 14730 50% 8539 49% 5623 49% 97 42% 81468 50%
Bumthang 1165 51% 468 50% 447 52% 56 48% 0 0% 0 0% 2136 51%
Chukha 4643 50% 1351 50% 1048 49% 214 47% 926 48% 0 0% 8182 50%
Dagana 0 0% 1392 48% 973 48% 478 49% 222 51% 0 0% 3065 48%
Gasa 0 0% 0 0% 194 53% 61 56% 0 0% 64 38% 319 50%
Haa 681 52% 710 48% 0 0% 87 55% 47 55% 0 0% 1525 50%
Lhuentse 417 46% 443 50% 413 49% 532 48% 128 50% 0 0% 1933 48%
Mongar 1322 48% 1072 47% 458 48% 1108 50% 605 45% 0 0% 4565 48%
Paro 3639 51% 1021 50% 464 53% 124 51% 0 0% 0 0% 5248 51%
Pemagatshel 566 42% 514 48% 595 47% 789 48% 470 51% 0 0% 2934 47%
31
Punakha 1248 50% 465 52% 2038 55% 95 49% 0 0% 0 0% 3846 53%
Samtse 2106 50% 2743 48% 457 49% 586 47% 710 46% 0 0% 6602 48%
Sarpang 3134 51% 660 49% 1095 49% 290 49% 30 48% 0 0% 5209 50%
Thimphu 11321 52% 703 47% 308 52% 48 49% 0 0% 33 53% 12413 52%
Trashigang 1301 51% 1666 46% 1914 48% 585 47% 571 48% 0 0% 6037 48%
Trashiyangtse 660 49% 342 46% 965 50% 494 51% 149 49% 0 0% 2610 49%
Trongsa 679 47% 341 53% 478 50% 198 51% 68 46% 0 0% 1764 49%
Tsirang 935 47% 523 50% 331 49% 647 48% 0 0% 0 0% 2436 48%
Wangdue 1388 51% 167 51% 1656 54% 467 54% 177 56% 0 0% 3855 53%
Zhemgang 622 48% 611 45% 278 51% 195 47% 962 52% 0 0% 2668 49%
32
3.2.1. Girls’ enrolment in HSS and Tertiary education
As mentioned earlier, the comparative enrolment of girls in public Higher Secondary Schools is lower than
in the earlier stages of the general education system. In table 3.8 the girls’ enrolment in class X and class
XI is compared over the years.
Table 3.8 Girls’ enrolment in class X and class XI public and private schools 03- 09.
level X XI public XI private
Year G T %G G T %G G T %G
2009 4262 8757 49% 1361 3271 42% 1356 2719 50%
2008 3883 7909 49% 1116 2885 39% 1320 2541 52%
2007 3675 7691 48% 1096 2667 41% 942 1914 49%
2006 3275 6856 48% 944 2525 37% 865 1709 51%
2005 3038 6427 47% 770 1539 33% 851 1688 50%
2004 2842 6246 46% 656 2031 32% 774 1579 49%
2003 2361 5264 45% 571 1751 33% 613 1240 49%
In 2009 the relative percentage of girls’ enrolment 3.3. Gender Parity Index
in class XI in Public Higher Secondary Schools
had increased by 3% compared to last year. In the The Gender Parity Index (GPI) is a socioeconomic
publicly financed tertiary education system, both index usually designed to measure the relative
in and ex-country enrolment of girls is still much access to education of males and females. In its
lower than that of boys. simplest form, it is calculated as the quotient of the
number of females by the number of males enrolled
Only 37% of the students studying in the RUB in a given stage of education (primary, secondary,
Colleges and Institutes are girls, girls makes up etc.). It is used by international organizations,
about 19% of the students that receive scholarship particularly in measuring the progress of
to study abroad and about 3% of the students developing countries. The Institute for Statistics of
studying abroad without government’s financial UNESCO also uses a more general definition of
assistance. GPI: for any development indicator one can define
the GPI relative to this indicator by dividing its
Overall enrolment of girls in the tertiary education value for females by its value for males.
is much lesser than that of boys with only 3 girls The following figures 3.3(a) shows the indicative
out every 5 boys enrolled in the tertiary level, while Gender Parity Index (NER) in 2009. If this index
the “gender gap” in the primary education has is between 0.97 and 1.03, it is considered to be
narrowed over the years; the relative disadvantage parity or equal representation of both sexes. A
still keeps girls from enrolment in secondary and GPI of less than 1 indicates that there are fewer
tertiary education. females, in proportion to the appropriate school-
age population, than males in the formal education
system however, if it is higher or lower, one of the
two sexes is underrepresented.
33
Figure 3.3(a) Gender Parity Index by Dzongkhag (NPER)
1.40
1.20
1.00
0.80
0.60
0.40
0.20
0.00
Gender inequities continue to exist in society. In discrimination with regards to access to education,
many cultures and traditions, girl children are as is commonly seen in some parts of the world.
discouraged from pursuing an education. Not
only do girls experience barriers to accessing This year, the national GPI is 1.02. This indicates
education, but girls attending school face certain that on the whole, the correct proportions of
barriers to education that are not shared by their females in relation to males are enrolled in the
male classmates. education system. However the gender equity
remains the biggest challenge in the Bhutanese
In Bhutan, girls – by and large – don’t experience education system.
some parts of the world.
This year, the national GPI is 1.02. This

indicates that on the whole, the correct
proportions of females in relation to males are
enrolled in the education system. However the
gender equity remains the biggest challenge
in the Bhutanese education system.
Box 3.3 presents a difference between gender

parity and gender equality.
EFA Global Monitoring and Report 2003/4,

UNESCO
34
Box 3.3 presents a difference between gender parity and gender equality.
Box 3.3: Parity and Equality

Gender parity and gender equality in education mean different things; the first is a purely numerical concept.
Reaching gender parity in education implies that the same proportion of boys and girls – relative to their respective
age groups-would enter the education system and participate in its different cycles.
Gender equality, on the other hand, means that boys and girls would experience the same advantages or disadvantages
in educational access, treatment and outcomes. In so far as it goes beyond questions of numerical balance, equality
is more difficult to define and measure than parity.
The achievement of full gender equality in education would imply:

• Equality of opportunities, in the sense that girls and boys are offered the same chances to access school, i.e.
parents, teachers and society at large have no gender-biased attitudes in this respect:
• Quality in learning process, i.e. girls and boys receive the same treatment and attention, follow the same
curricula, enjoy teaching methods and teaching tools free of stereotypes and gender bias, are offered academic
orientation and counseling not affected by gender biases, profit from the same quantity and quality of
appropriate educational infrastructures;
• Equality of outcomes: i.e. learning achievements, length of school careers, academic qualifications and
diplomas would not differ by gender;
• Equality of external results, i.e. job opportunities, the time needed to find a job after leaving full time education,
the earning of men and women with similar qualification and experience, would all be equal
The enrolment ratios for 2009 are based upon PHCB 2005, which also account for the changes made in the
boundaries of the Dzongkhags.
This year also the girls seem to have overtaken the boys in terms of correct age enrolment. However the
difference is too small to draw any conclusions.
EFA Global Monitoring and Report 2003/4, UNESCO
The Dzongkhag with the highest GPI is Chukha at GPI is seen in Pemagatshel and Samdrupjongkhar
1.21 followed by Punakha, Bumthang and Thimphu at 0.88. The majority of the Dzongkhags showed a
at 1.20, 1.17 and 1.14 respectively and the lowest GPI of slightly under or over 1.00.
35
The highest improvement in GPI is seen in Chukha, at a secondary school level as there are more males
with 1.21 from 0.99 since last year. than female learners at this phase. This indicates
that fewer females than males are passing over
Generally there are more females participating at from primary school phase into secondary school
primary school level than males, This pattern shifts phase. It may also reflect that more females than
Figure 3.3(b) Gender Parity Index by Dzongkhag (GPER)
1.40
1.20
1.00
0.80
0.60
0.40
0.20
0.00
males are inclined to drop-out of secondary school than boys until class VIII. This pattern shifts when
as you can see in the figure 3.4(a), 3.4(b) and they reach class IX and X, after class VIII more
3.4(c), the dropout rate for girls’ remains lesser girls are likely to repeat and drop out.
Figure 3.4(a-b) Repetition & Promotion and rate by class by gender
Repetition Promotion
36
Although discrimination does not pose a huge
Figure 3.4(c) Dropout rate by class by problem for females in terms of access to school, it
gender is important to bear in mind that girls participating
in the schooling system may experience various
forms of gender-based discrimination. We cant say
anything since no comprehensive study has been
done in this field.
PP I II III IV V VI VII VIII IX X
The NER and GER by dzongkhag are calculated the highest among the Dzongkhags. Pemagatshel
using the Dzongkhag Population Projection has the least average growth rate of 1.2 percent
2006-2015 published by NSB on June 2008, and its population is projected at 25,180 in 2015
where they projects the population of Bhutan from 22,287 in 2005. Gasa is expected to have
by age gender and areas upto 2015. It has used an additional population of about 600 persons by
the exponential growth model together with the 2015 making its population of 3,692 persons, thus
ratio type methods. The age-sex distribution was remaining the least populated Dzongkhag.
estimated as the ratio of the population in each
age group of national population. The adjustment As per the population projection from the PHCB
of the data as per new administrative boundaries 2005 by the NSB, Pema Gatshel, Sarpang and
of the Dzongkhags was necessitated to ensure Trashiyangtse have 3,071, 5,360 and 2630, 6-12
the comparability of population data over time. years old children respectively. In 2009, 3,153
The population of Thimphu is projected to reach 5,417 and 2,875 students aged 6-12years are
116,012 in 2015, an increase of 25% from 2005 enrolled in these Dzongkhag respectively.
with an average growth of 2.2 percent, which is
8 Dzongkhag Population Projection 2006-2015, June 2008
37
38
Table 3.9 shows an estimated distribution of Table 3.9 Distribution (in %) by Dzongkhag of the
out of school primary age children among the 6-12 years old not in school, March 2009
Dzongkhags. The biggest number of out of school
Chukha 31% Bumthang 2%
primary aged children is in Chukha with 31%.
A big proportion can also be found in the other Thimphu 16% Dagana 1%
populous Dzongkhags like Thimphu, Samtse and Samtse 14% Haa 2%
Samdrupjongkhar. For Thimphu Dzongkhag, it Samdrupjongkhar 9% Gasa 1%
can be assumed that a significant number of the
children not in PP-VI are either studying abroad or Paro 9% Trongsa 1%
enrolled in the monastery. Trashigang 6% Lhuentse 0%
Wangdue 5% Zhemgang 0%
As can be seen, the highest increase in drop out Punakha 5% Pema Gatshel 0%
is found in Chukha from 13 in 2008 (See General
Tsirang 3% Sarpang 0%
Statistics 2008) to 31 percent this year.
Mongar 2% Trashiyangtse 0%
A comparison of the changes in enrolment between
2009 and 2008 at the Dzongkhag level shows a they instead an effort to create plausible scenarios
general increase in both Net and Gross enrolment based on assumptions regarding the components of
ratios. In the map, the Dzongkhags that have a population growth, which are themselves subject
change of more than 5% in the NPER since last to uncertainty. Accordingly, it cannot be claimed
year have been highlighted(See page 40). that the value observed in the coming years will
always remain within the range implied by the
The increase in NER has been accompanied by projection exercises.
uneven progress among the Dzongkhag, The
NER in the Chukha Dzongkhag is 20% lower Whether or not this will be a trend will be seen
than the highest Dzongkhag i.e. Trashiyangtse, next year. Sarpang shows a remarkable increase in
Pemagatshel and Sarpang with 100% enrolment. NER about 17% increase since last year followed
Gasa has the lowest NER; however Gasa’s by Tsirang, Samtse and Dagana with, 13% and
Population is too small to draw any conclusion. 11% respectively, The population tends to have
The only Dzongkhag where the primary NER decreased for these dzongkhags compared to last
decreased significantly is Paro and Chukha. The year.
primary enrolment aged 6-12 years in Chukha has
increased only by 1% while the population aged The over all primary NER has increased by about
6-12years in Chukha has increased significantly by 4%. The continued improvement and increase in
about 8.4% since last year. enrolment is very encouraging. Figures indicates
that increasing the Net Intake Ratio to ensure that
The primary right aged enrolment in Paro has more and more children enroll at the age of 6 and
decreased and on other hand the population 6- strategies focused on increasing enrolment in
12 years has increased remarkably by about 8% highly populous Dzongkhags like Samtse, Chukha,
compared to last year according to the Dzongkhag Paro Samdrupjongkhar and Samtse are required
Population Projection 2006-2015. for achieving universal primary enrolment.

The accuracy of any projection is conditional on
the reliability of the base population estimates,
the component data, and the degree to which the
underlying assumptions correspond to the future
trends. Projections are not predictions;
Dzongkhag Population Projection 2006-2015,

June 2008
39
3.4. Secondary Education
3.4.1 Lower and Middle Secondary Education (VII-X)
Table 3.10 gives the enrolment for the classes VII to X since 2002. Since private schools hardly offer these
levels there is no distinction made between private and public students. The annual growth at this level has
been high since 1995, especially compared with the growth in primary education.
Table 3.10 Enrolment in Class VII-X 2002-2009

Year Enrolment in Class VII-X Annual Growth
2009 21627 21978 43605 2750 6.7%

2008 20353 20502 40855 1944 5.0%
2007 19664 19247 38911 2714 6.5%
2006 18315 17882 36197 2367 7.0%
2005 17258 16572 33830 2382 7.6%
2004 16256 15192 31448 2565 8.9%
2003 15131 13752 28883 1472 5.4%
2002 14647 12764 27411 1544 6.0%
The girls have overtaken boys in terms of cor- girls out of every 7 boys continue with their High-
rect age enrolment both in Primary and secondary er Education.
education. However, the participation of girls are
much lower in the secondary school, with GPI of There is a remarkable increase in the secondary
only 0.91 in Higher education(XI-XII) i.e. only 6 enrolment with the annual increase of 6.6% for the
40
past 8 years, though the rate is low in terms of cor- of children enrolled in the last grade of primary
rect age enrolment i.e. 45.8% NER (VII-X), with school who continue their education at the second-
again more girls enrolled at the correct age, but ary level is known as the transition rate from pri-
the overall gross enrolment ratio (VII-X) stands at mary to secondary education. 86% of children in
75.2%. the last grade of primary school go on to attend
As of recent statistics, Transition Rate from prima- secondary school.
ry to secondary education is 85.8%, the percentage
The following box 3.4 a brief definitions and purpose of the Transition Rates
Figure 3.5(a) Divisions of streams in the

Box 3.4 Purpose of Transition Rate Public Higher Secondary School
This indicator conveys information on the degree of
access or transition from one cycle or level of edu-
cation to a higher one. Viewed from the lower cycle
or level of education, it is considered as an output
indicator, viewed from the higher educational cycle
or level, it constitutes an indicator of access. It can
also help in assessing the relative selectivity of an
education system, which can be due to pedagogical
or financial requirements
The difference between male and female transition crease in number of Science seats in government
rates is negligible, girls are more likely to transfer schools. Commerce appears to be the most popular
to secondary school; the transition rate is 86.6% stream among the private school students.
for girls and 85.1 % for boys. More girls are be-
ing transferred to the secondary level. Not only
Figure 3.5(b) Divisions of streams in the
do they have very high primary school enrollment
Private Higher Secondary School
ratios, they are also more likely to continue their
education at the secondary level.
3.4.2. Higher Secondary Education

(XI –XII)
The top 40% of Students who graduate from

Class X are admitted in public Higher Secondary
Schools based on their performance in the BCSE.
Those students, who do not qualify, continue their
education in Private Higher Secondary schools or
either join VTI or enter the labour force. On the whole, the number of higher secondary stu-
dents this year has grown at a higher rate than in
Students choose among three different streams, the last two years, mainly because 3, private pri-
Science, Arts and Commerce. figure 3.5(a) and mary school has upgraded to higher secondary lev-
3.5(b) shows the distribution of enrolment among el. This indicates the importance of Private HSS
the streams by public and private schools. Only a role in the general education system.
few private schools offer Science. The majority
of the students in government schools opt for Sci- From 2002 onwards, the enrolment in both private
ence. The main reason for the increase in Science and public schools is shown. Overall, the enrol-
enrolment this year could be attributed to the in- ment has increased tremendously in the last 12
41
years, with an annual increase of about 21%. With XII is 36%(GER) i.e. 1 out of every 3 population
the government policy of enrolling are enrolled in Class XI and XII irrespective of
their age.
Approximately 40% of class X graduates in gov-
ernment HSSs, this growth will continue for quite The national GPI of 1.02 in the primary level, hav-
some time. The NER in the higher education is ing more girls than boys in the primary education,
only 14%, while the enrolment are less in terms of but the gender gap widens at the Secondary level
correct age, The overall enrolment in class Xi and with only 47% of girls and 54% of boys in school.
Figure 3.6 Enrolment trend in class XI and XII since 2002
14000
12000
10000
8000
6000
4000
2000
0
2002 2003 2004 2005 2006 2007 2008 2009
42
43
4. EXAMINATION RESULTS
4.1.1. Class X Examinations For many students the class X examinations marks
the end of their general education. Students who
The national level examinations at the end of Pri- fail are only allowed to re-appear the examinations
mary Education were instituted in 1972 with the as private candidates and cannot attend regular
aim of ensuring uniformity in the standard of edu- classes in the government schools. However, these
cation among the different schools across the coun- conditions may not apply to cases where students
try. It was also used as a touchstone for screening were sick or have valid reasons for not sitting the
the candidates for entry into the next level of gen- examinations. The figures below reflect only the
eral education. With the upgrading of the basic ed- results of the regular candidates.
ucation level to class X, the class X examinations The annual increase in the number of students
have now replaced the end of primary education appearing for exams has been very steady. In
examinations as the major touchstone.
Figure 4.0 Class X passed trend since 2002
97%
96%
95%
94%
93%
92%
91%
90%
89%
2002 2003 2004 2005 2006 2007 2008
2008 more than 1,000 students appeared. Given CISCE. With regard to repetition and examinations
the increased enrolment in primary and secondary in class XII, the same rules apply as in class X.
education, the annual number of Class X graduates The number of students appearing for the class XII
is likely to keep increasing. examinations has slightly increased compared to
last year. The pass percentage was very low, with
4.1.2. Class XII Examination one reason cited as the new curriculum in English
and Business Mathematics.
In 2006 the Bhutan Board of Examinations took
over the conduct of the class XII exams from the
44
Figure 4.1 Class XII passed trend since 2002
97%
96%
95%
94%
93%
92%
91%
90%
89%
2002 2003 2004 2005 2006 2007 2008
4.1.3. Class VI and Class VIII too much, it gives an indication of the accessibility
Examinations and the efficiency of the system.
The box 4.0 talks about the effect of repetition
The Class VI examinations were decentralized in
1999 and the Class VIII examinations in 2006. The Box 4.0: Repetition in Primary
decentralization of examinations gives schools the education
responsibility for administration and marking of
the examinations. However, for purposes of uni- High levels of access and enrolment do not themselves
formity in standards, the papers for both examina- guarantee that the achievement of goal 2 is at hand. In
tions are still set by the Bhutan Board of Examina- order for “all children” to have “access to and com-
tions (BBE). plete free and compulsory primary education of good
quality...” it is necessary that people proceed through
the educational ladder as smoothly and efficiently as
4.2 Efficiency indicators possible. All countries particularly those with very
4.2.1. Promotees, Repeaters and low levels of primary participation, are concerned
that their limited resource are well utilized. While
Drop-outs time spent by pupils repeating grade is not necessar-
ily wasted. It is undeniable that the efforts to reduce
The efficiency of the Education System can be rates of repetition and drop outs are crucial parts of
monitored by indicators such as repetition rate, any UPE strategy.
dropout rate, promotion rate and survival rate at
various levels of education. These are known as In countries where resources are limited, school places
Efficiency Indicators. The lower the repetition and occupied by repeaters may keep others out of school.
dropout rates, and the higher the number of pro-
motees and the survival rate, the better the system
is said to be doing. The Net and Gross enrolment The figures show that the repetition rate has gone
(NER and GER) and intake ratios (AIR) indicate down considerably. From 2006 onwards the Class
access to education. The efficiency indicators and X school leavers who do not continue onto class
the access indicators together give quantitative in- XI are no longer defined as drop-outs therefore the
formation on the quality of the system. If children drop-out rate is lower after 2005.
come to school, remain in school and do not repeat
45
Figure 4.2 Repetition and dropout rate for class PP-X since 2002
14.0%
12.0%
10.0%
8.0%
6.0%
2.0%
0.0%
2002 2003 2004 2005 2006 2007 2008 2009
Repetition rate
Dropout
The internal efficiency of the education system derage (8%) and overage (60%) children in class
needs to be enhanced by reducing the repetition PP-III (see figure 4.3), high repetition rate, and
and dropout rates. Particularly grade IV. There are frequent drop outs, since many student start school
many over age and underage children in primary as late as 12 years and above and as young as 5
schools, Most of the underage children who should years old and below, these students are likely to
be in early childhood development centers are in repeat and drop out. These are just an assumption;
grade 1 i.e. almost 1%. The main reason for low a comprehensive study in this field in future may
promotion rate in grade IV may include those un- bridge this assumption.
Figure 4.3 Primary enrolments (PP-III)
46
The box 4.1 shows the study done in Senegal on the effects of repetitions on dropout
Box 4.1: Study in Senegal on Repetition

The study done in Senegal revealed that such widespread practice of repetition is very expensive, since all the
costs of schooling increase with schooling duration, and each repeating child needs to be enrolled one more year to
achieve a given grade.
They also found that Grade repetition has an impact on the schooling decisions.
First, grade repetition modifies the acquisition of knowledge at a given date, and the parent’s beliefs about the future
acquisition of knowledge may be a determinant of dropouts. In fact, when a child repeats a grade, he may consoli-
date the skills corresponding to his grade. However, it is unclear whether it compensates for the fact that he does not
acquire the skills corresponding to the next grade. That is why the net effect of grade repetition on the acquisition of
knowledge is ambiguous.
Second, grade repetition acts for the parents as a signal for ability. If the parents observe their
child’s ability noisily, then grade repetition decreases their beliefs on ability. As a result, grade
Repetition possibly causes school dropouts.
Finally, grade repetition may increase the cost of schooling. It increases the time needed to reach a given grade. For
a given last grade attended, the opportunity costs increase by one year when a child has to repeat once, and the job
market benefits of schooling are postponed by one year. Then, grade repetition would cause school dropouts because
it increases the costs of schooling. Overall, the sign of the effect of these three mechanisms is ambiguous.
Table 4.0 Details on drop-outs and repeaters 2008-2009

Enrolement Repeaters Promotees Dropouts Percentage
Class
2008 2009 2009 Imputed Imputed Promotees Repeaters Dropouts
PP 16,434 17,305 1,055 15,446 0 94.0% 6.4% 0.0%
I 16,097 16,489 1,043 14,862 192 92.3% 6.5% 1.2%
II 16,542 16,102 1,240 15,091 211 91.2% 7.5% 1.3%
III 14,996 16,035 944 13,906 146 92.7% 6.3% 1.0%
IV 15,512 15,322 1,416 13,652 444 88.0% 9.1% 2.9%
V 13,815 14,539 887 12,451 477 90.1% 6.4% 3.5%
VI 12,704 13,050 599 11,878 227 93.5% 4.7% 1.8%
Sub-
106,100 108,842 7,184 97,286 1,630 91.7% 6.8% 1.5%
Total
VII 12,328 12,850 972 10,832 524 87.9% 7.9% 4.3%
VIII 10,919 11,447 615 10,031 273 91.9% 5.6% 2.5%
Sub-
23,247 24,297 1,587 20,863 797 89.7% 6.8% 3.4%
Total
IX 9,699 10,551 520 8,705 474 89.8% 5.4% 4.9%

X* 7,909 8,757 52 5,923 0 74.9% 0.7% 0.0%
Sub-
17,608 19,308 572 14,628 474 83.1% 3.2% 2.7%
Total
Total 146,955 152,447 9,343 132,777 2,901 90.4% 6.4% 2.0%
* The students who leave school after Class X are Graduates and school leavers and not drop-outs
47
The above table gives the details per level of re- though it is much lower compared to last year. It
peaters, promotees and drop-outs for 2008-2009. is interesting to note that the drop out rate in Class
The drop-out rate in PP was 1.3 last year, however VII and IX has dropped compared to last year for
this year the dropout rate is 0 showing zero drop- about 2 to 3% decrease in both the level. The num-
out in PP. ber of drop-outs in PP had also dropped. While
this may be a statistical error, it is quite impressive
The repetition rate in grade IV remains the highest, to see 100% retention in PP. The total number of
and the highest drop out in grade VII, indicating drop-outs is lower than last year.
that the primary students may have difficulties in
Figure 4.5 Repetition and drop out rates
coping with the increased learning demand placed
on them by the expanded/changed curriculum, fur- since 2003
ther compounded by the change in schools. After
completing their primary schooling, many stu- 14%
dents continue their education in LSS nearby or 12%
sometime even far away from home as boarders. 10%
This may be a factor contributing to the increased 8%
repetition and drop out rates. However a compre- 6%
hensive study may bridge the knowledge gap in
4%
this area.
2%
0%
The figures for Class X require some extra ex- 2003 2004 2005 2006 2007 2008 2009
planation. Every student who passed Class X is a
Class X graduate. In 2008, 7,526 students passed Repetition rate
Dropout
their class X exams. Of those who failed or did
not appear in the exam, 53 are repeaters and the
rest are school leavers without a certificate. These
school leavers might decide to do the exam again A drop out rate of 0% until class IV is essential in
as private candidates. The graduates who cannot order to achieve the goal of 100% NER. Moreover,
continue in class XI may choose to join a voca- it is also known at a minimum of 5 years of education
tional training institute, attend a school abroad, or is required to ensure literacy and numeracy. It is
enter the job market. estimated that within the 9th FYP period, around
10,000 children have left the education system
Figure 4.4 gives a more detailed overview of as illiterates. Of course they might have enrolled
what happens with the class X students of 2008 again, either in monasteries or abroad.
in 2009.
Compared to 2003 the repetition rate has gone
down significantly, although it has remained stable
Figure 4.4 Class X detailed results for the last 3 to 4 years.
It is interesting to note is that once again grade

IV has the highest repetition rate this year. Grade
VII has over the years, has had one of the highest
repetition and drop-out rates. This is not surpris-
ing, given the change students undergo when they
progress from primary to secondary education.
4.2.2 Completion rate and internal

efficiency measures.
This year the drop-out rate in class IX decreased.
Class IX and Class VII show a high drop-out rate, The completion rate for either primary or basic
48
education indicates how many children actually gone up significantly. The number of new entrants
complete education. The Gross Intake Ratio for has increased (enrolment went up), and most
the last grade of the education cycle is used. Table importantly the number of 12 and 16 years old has
4.3 gives the completion rates for 2006 to 2009 decreased (denominator went down). According to
for primary and basic education. Compared to the NSB projection there are almost 300, 12 and 16
last year for both cycles the completion rate has year old less in Bhutan than last year.
Figure 4.6(a) Primary completion rates since 2006 Figure 4.6(b) Basic completion rates since 2006
95.0%
80.0%
90.0% 60.0%
85.0% 40.0%
80.0% 20.0%
75.0% 0.0%
2006 2007 2008 2009
70.0%
65.0%
2006 2007 2008 2009
track of achieving the MDG and to achieve 100%

The current statistics shows that almost about 90% enrolment by 2015 will just be a linear progres-
of children complete the primary education. i.e. 8 sion, However it is very difficult to determine the
out of every 9 children enrolled completes the pri- exact number of school aged children who have
mary education. And about 3 out of every 5 com- been denied access to schooling, especially in the
plete the basic education (PP-X). very remote areas, and those disadvantaged chil-
dren.
By looking at the current trend, Bhutan is on the
Box 4.2 gives the overview of the factors affecting the PCR
Box 4.2: Factors affecting the Primary Completion Rate

Education creates choices and opportunities for people, helps to reduce poverty and gender bias, lowers birth
rates, and stimulates a better understanding of diseases. For countries, it creates a more dynamic workforce and
well-informed citizens able to compete and cooperate globally - opening doors to economic and social prosperity.
Universal primary education (measured through primary completion rate) is the second MDG. Information provided
on actual completion captures one of the most critical issues in the education sector.
Various factors may lead to poor performance on the PCR indicator, including low quality of schooling, discouragement
resulting from poor performance, the direct and indirect costs of schooling, and the demands of farm work which
keep children out of school for extended periods. Students’ progress to higher grades may also be limited by the
availability of teachers, classrooms, and educational materials. However, this indicator is the most direct measure
of national progress toward universal primary education and it captures the final outcome of the primary education
system. But these factors take some time to change. Therefore, improvements (or declines) in response to policy
change will only register slowly
However, UNESCO and others note that the primary completion rate has limitations as an indicator of quality of
an education system. It does not capture any measure of actual student learning, or estimate how many graduating
students master a minimum set of cognitive skills
49
The coefficient of internal efficiency for Basic the children starting PP will eventually graduate.
education shows the internal efficiency of the Some more years of gender disaggregated data is
Bhutanese education system. The coefficient has required to analyze the gender differences. Since
increased by about 8% since 2004. Bhutan has such a small education system indi-
Both boys and girls drop out significantly more vidual incidences have a great impact, while quite
in the secondary education grades. Class IX is the often they are not indicators of a trend.
only level where the drop-out rate of girls is higher
than that of boys. Although 90% of children enrolled in grade 1 has
reached grade 6 in 2009, a 4% jump since 2004,
The survival rate to the last grade of primary school A significant number of children continue to drop
is an official indicator to track progress toward out of school before completing the primary edu-
the second UN Millennium Development Goal cation cycle, there are no major gender disparities
(MDG), which calls for universal primary educa- between boys and girls, with sometimes girls do-
tion by the year 2015. The survival rate to the last ing better than boys in terms of enrolment. In fact
grade is the percentage of a cohort of students who girls have been doing much better then boys for
enter the first grade of primary education and who the past 5 years. Although there is room to improve
are expected to reach the last grade, regardless of the data quality for this indicator, the general trend
repetition in the last five years is that more children who start
primary are reaching grade 6.
Table 4.1 compares the indicator ‘survivors to the
grade’ for the last 4 years. Since 2005 gender de- The recent statistics shows a remarkable increase
segregated data is available. Unlike in 2006, the in the basic graduate at 72%, an increase of about
girls performed much better than the boys in 2007. 5% since last year. Indicating that 72% of children,
On average 2005 was a weak year, and it is fair who enter the school system finally completes the
to say that for the last 4 years, 65 to 73% of all basic education. (Class X graduates)
50
Table 4.1 Survivors to the grade 2004-2008 (both sexes, boys, girls)
PP 1 2 3 4 5 6 7 8 9 10 Graduates
Both Sexes
Survivors to the grade 2008 1000 1000 987 974 964 933 899 882 841 819 777 721
Survivors to the grade 2007 1,000 986 967 943 924 887 854 839 787 757 701 670
Survivors to the grade 2005 1,000 1,000 980 947 932 886 844 815 750 720 682 631
Boys
51
Girls
5. TEACHERS
5.1 Teacher strength
The total number of teachers as of March 2009 is number of teachers in regular government schools
8418. This includes all government schools, private is 6705. Table 5.0 shows the Teacher strength in
schools, institutes and Non Formal Centers. The Bhutan at the moment.
Table 5.0 Teacher strength March 2009

A Early Childhood Male Female Male Female Male Female Total
1 Day Care Centres - - 1 36 1 36 37
B School Education
1 Community Primary Schools 991 290 5 2 996 292 1,288
2 Primary Schools 500 431 36 86 536 517 1,053
4 Lower Secondary Schools 904 881 18 32 922 913 1,835
5 Middle Secondary Schools 734 540 12 15 746 555 1,301
6 Higher Secondary Schools 598 314 202 77 800 391 1,191
Sub-Total 3,727 2,456 731 212 4,000 2,668 6,668
C Tertiary Education
1 Tertiary Institutes 625 168 0 0 625 168 793
D Vocational institutes 110 17 0 0 110 17 127
E Special Institutes 17 20 0 0 17 20 37
Total (Schools and Institutes) 4,479 2,661 274 248 4,752 2,906 7,662
G Non-Formal Centres 315 441 0 0 315 441 756
GRAND TOTAL 4,801 3,75 274 248 5,068 3,350 8,418
In table 5.1 the number of teachers for 2007, 2008 and 2009 per type of school and gender are reported.
In remote areas and CPS, the number of male teachers is much higher than that of female teachers. The
proportion of female teachers in the public Higher Secondary Schools is around 34%, a bit less than the
proportion of girls in these schools.
52
Table 5.1 Teacher strength 2007-2009

2006 2007 2008 2009
Type of School
M F Tot M F Tot M F Tot M F Tot
Community Primary 665 187 852 703 193 896 775 225 1,000 991 290 1,281
Pvt Community Pri-
0 0 0 0 0 0 0 0 0 5 2 7
mary School
Primary Schools 427 363 790 416 335 751 425 374 799 500 431 931
Pvt Primary Schools 52 112 164 46 107 153 39 84 123 36 86 122
Lower Secondary
857 786 1,643 860 744 1,604 836 791 1,627 904 881 1,785
Schools
Pvt Lower
0 0 0 12 11 23 27 37 64 18 32 50
Secondary Schools
Middle Secondary
440 308 748 622 471 1,093 697 480 1,177 734 540 1,274
Schools
Pvt Middle
0 0 0 0 0 0 0 0 0 12 15 27
Secondary School
Higher Secondary
413 183 596 467 216 683 523 231 754 598 314 912
Schools
Pvt Higher
136 34 170 131 38 169 154 47 201 202 77 279
Secondary schools
Total 2,990 1,973 4,963 3,257 2,115 5,372 3,476 2,269 5,745 4,000 2,668 6,668
5.1.1 Proportion of Non-Bhutanese Teachers

From an almost total dependence on expatriate teachers in the 1960s, the Bhutanese education system has
moved towards self-sufficiency. However, dependence on expatriate teachers continues at the secondary
levels and private schools recruit a comparatively large number of ex-pat teachers. At present around 10%
of the total teaching force is expatriate. A comparison between 1997 and 2009 shows an impressively high
increase in the proportion and absolute number of Bhutanese teachers over the years.
Approximately 10 percent of the teachers in the

Figure 5.0 Proportion of Bhutanese and School system are expatriates, with the majority
non Bhutanese teachers (1997-2009) teaching in the higher secondary and middle sec-
ondary levels. At the higher secondary level, 27
percent of the teachers are expatriates and at the
70000 middle secondary level, 14 percent are expatriates.
6000
27 percent of private school teachers are expatri-
5000
4000
ates, with the majority being employed in the pri-
3000 vate higher secondary levels.
2000 Bht
1000 NBht Similarly, approximately 12 percent of the lectur-
0
1997 2002 2007 2008 2009
ers in the institutes under the Royal University
of Bhutan are expatriates, with the maximum in
Sherubtse College, where 28 percent of the teach-
ing staff are expatriates.
53
However, the vocational institutes under the Ministry of Labour and Human Resources (MoLHR), and
the special institutes and day care centers under the Ministry of Education are fully staffed by Bhutanese
nationals.
cessful school, therefore a successful education
5.2 Teacher education system, many people agree that quality teachers are
5.2.1 Pre-service training among the most important requirements for suc-
cess, especially when success of school is defined
Pre-service teacher education is provided at the by an ability of the school to raise the achievement
Colleges of Education (CoE) in Samtse and Paro, of its students. Teachers are crucial given their
the former established in 1968 and the latter in daily contact with students in the classroomTeach-
1975. There are two pre-service programs offered, ers are regularly updated on new developments in
a Bachelor of Education (B.Ed) and a Post Gradu- curriculum and other educational issues through
ate Certificate in Education (PGCE). The four-year in-service training and workshops organized at
B.Ed. programme caters for both primary and sec- national, Dzongkhag and school level as well as
ondary teaching and is provided in both the CoEs, through fellowships outside the country. The table
whereas the one year PGCE programme caters for below shows the number of in-service workshops
secondary teaching and is provided in the institute organized at the national level from 2002 - 2008.
at Samtse only.
Table 5.2 In-service Workshops
Entry into the PGCE programme requires a 1st
National Level
degree, while the B.Ed programme requires a Year
class XII or equivalent certificate. Currently, the Courses Participants
B.Ed degree includes 1 year of field attachment 2002 31 2,033
as apprentice teachers at the beginning of the pro- 2003 27 1,358
gramme. In 2008, 325 students were sent as ap-
prentice teachers. 2004 22 851
2005 10 560
From 2009 onwards the apprenticeship programme 2006 20 2,345
at the beginning will be discontinued and students
2007 16 1,800
will undergo the apprenticeship during the 3rd year
of the programme. Total 126 8,947
The B.Ed programme, which used to be only in
English, has now been expanded to include Dzong- Since 1995, the Ministry has provided
kha. opportunities for in-service teachers to upgrade
their qualifications by sitting for the national level
The enrolment in the 2 teacher colleges has in- examinations as private candidates. In December
creased to about 2028 students i.e 60% increase 2008, 150 will avail this opportunity.
since last year. The proportion of girls choosing to
become teachers is hovering around 36%. This is
not surprising given the lower proportion of girls Table 5.3 Distance education 2003-2008
enrolled in higher secondary schools. The propor- Year of graduation B.Ed (P) M.Ed
tion of girls enrolled in the teacher colleges has
2003 45 -
been declining since 2004. Considering the overall
enrolment in the RUB-colleges, the proportion of 2004 32 -
girls studying in the teacher colleges is higher than 2005 44 17
the average.
2006 44 17
2007(2007-2008) 40 23
5.2.2 In-Service training
2008(2008-2009) 41 20
Although many factors combine to make a suc- Total 246 77
54
Since 2000, in-service teachers have had the opportunity to upgrade themselves to Bachelors of Education
(B.Ed) in primary education via a distance education programme. In 2002, a Masters of Education
programme was also started at the Paro College of Education using the same mode. Table 5.4 shows the
number of graduates so far.
Table 5.4 Number of trained teachers by degree, March 2008

Trained as teacher not trained as teacher Total Teachers
Academic degree
# % # % # %
Masters Degree 390 6% 109 2% 499 8%
Bachelors Degree 2,809 42% 510 8% 3,319 50%
Higher Secondary/ 1,611 24% 151 2% 1,762 27%
Under Matriculation 11 0% 3 0% 14 0.2%
ZLTS 865 13% 191 3% 1,056 16%
Total 5,686 86% 964 15% 6,650 100%
This programme is in great demand, especially af- 5.3 Academic profile of teachers
ter a first degree became an official requirement
for advancing in one’s career. The Distance B.Ed Out of a total of 6650 teachers, 86% are trained in
is being facilitated from Samtse College of Edu- the teaching profession. Around 84% of our teach-
cation, and the Distance M.Ed from Paro College ers have at least a Class X certificate. In addition,
of Education. Teachers participating are offered about 16% of the teachers are Zhungkha Language
classes during winter break and offered remote Teachers (ZLTs). Less than 0.2% of the teachers do
education during the academic year. In that sense, not have a class X certificate.
both programmes are mixed mode degrees rather
than distance education. A comparatively low percentage of the teachers
with a Masters and Bachelors Degree, most of
whom are expatriate teachers, do not have a teach-
ing certificate.
55
6. QUALITY INDICATORS
Some of the major quality indicators that the Min- as class size, however. The relationship between
istry of Education uses are the teacher-pupil ratio, these two measures of teacher workload is affect-
or the number of teachers per school and the class ed by a variety of factors, including the number of
size. This chapter focuses on these indicators. classes for which a teacher is responsible and the
number of classes taken by students.
6.1 Teacher-pupil ratio
Table 6.0 gives the teacher-pupil ratio for different
The student/teacher ratio measures the number of school levels by location. It shows that, on aver-
students per teacher. It reflects teacher workload age, the highest ratios are found in the remote and
and the availability of teachers’ services to their very remote schools. The table includes private
students. The lower the student/teacher ratio, the schools which are mainly in the urban category.
higher the availability of teacher services to stu- It is interesting to note that the ratio in the CPSs
dents. The student/teacher ratio has implications has dropped since last year. That is because so
not only for the cost of education, but also for the many teachers were deployed to the remote areas,
quality. The student/teacher ratio is not the same and most of CPSs are in the remote areas
Table 6.0 Teacher-pupil ratio in schools per location March 2009

Semi- Semi- Very
Level of Schools Urban Remote Difficult Total
Urban Remote Remote
Community primary 23 25 25 23 25 16 24
Primary 26 23 24 26 28 0 25
Lower Secondary 27 26 26 33 28 0 27
Middle Seconday 25 28 27 37 0 0 27
Higher Seconday 21 20 0 0 0 0 21
Total 25 26 25 26 26 16 25
Figure 6.0 Teacher Pupil ratio by Dzongkhag below and above the mean
35
30
25
20
15
10
5
0
56
Nationwide, the teacher pupil ratio is now 25 or dispersion of a population, a data set, or a prob-
students per teacher on average. The decrease in ability distribution. A low standard deviation indi-
teacher pupil ratio has been accompanied by un- cates that the data points tend to be very close to
even progress among the category of school and the same value (the mean), i.e. evenly or uniformly
Dzongkhags, with a standard deviation 4.362 and distributed, while a high standard deviation indi-
mean 24 at the Dzongkhag level. On average the cates that the data are “spread out” over a large
ratio has improved in all Dzongkhag. Also aver- range of values ( data is not evenly distributed).
ages of more than 50 for a certain type of school
in a Dzongkhag no longer occurs as was the case Though the national teacher pupil ratio is low and
in previous years. The figure 6.0 shows the ratios impressive, but it has been accompanied by un-
by Dzongkhag. even distribution among the schools, regions and
Dzongkhags with some having very high ratios
Standard deviation is a measure of the variability and some very low.
Figure 6.1 Teacher pupil ratios with mean and standard deviation.
Histrogram
140
120
100
Frequency
80
60
40
20
0
0 20 40 60 80 100 120
Figure 6.2 Division of teacher pupil ratio The teacher pupil ratio in Trongsa is 19
(apart from Gasa, Lowest ratio) while it
is 32 (highest ratio) in Samdrup Jongkhar,
The variation is very high at the school
level. We focus on school rather then
Dzongkhag because the latter would miss
1%
the potentially large differences among
2% schools within Dzongkhag in terms of
32% 17% teacher distribution. The standard deviation
among the school is 11.841 typically
ranging from 5 to 106; which means that
some remote schools have ratios as less as
5 while some has as high as 106.
48% About 48% of the schools have a pupil-

teacher ratio between 20 and 32. A signifi-
cant number of CPSs also have a low ratio.
This is also understandable since CPSs fo-
57
cus on small communities, with multi grade situa- and Trongsa all schools have a Teacher: Pupil in
tions. If we leave out the CPSs, 50 public schools line with the government target, while Lhuentse,
have a pupil-teacher ratio of less than 20, while Paro, Punakha, Thimphu, and Trashi Yangtse are
more than 150 have a pupil-teacher ratio of over getting there. Trashigang has the highest number
30, and 17 schools i.e. 1% have a pupil-teacher ra- of schools that have reached the target. Dagana,
tio of more than 50. Samdrup Jongkhar, Sarpang and Samtse have
comparatively high number of school that still has
Table 6.1 shows the number of schools per Dzong- to reach the target. In terms of absolute numbers
khag that have a Teacher: Pupil ratio lower than or Samdrup Jongkhar, Chukha and Mongar have the
equal to 32 and schools that have a Teacher: Pu- highest number of schools that still have to reach
pil ratio higher than 32. In Bumthang, Gasa, Haa the target.
Table 6.1 Target T: P ratio reached The figure 6.3 gives the changes in teacher-pupil
ratio over the years. It shows a steady decline in
Dzongkhag T.P<32 T.P>32 %TP<32 the (community) primary and lower secondary
Bumthang 19 0 100% schools, with the rate of decrease slowing down
the last 3 to 4 years. The ratio in the middle &
Chukhaa 26 13 67% higher secondary schools has been stable over the
Dagana 12 11 52% last few years.
Gasa 5 0 100%
Haa 11 0 100% 6.2 Class size
Lhuentse 25 2 93% Next to number of students per teacher another
Mongar 37 13 74% indicator that can be used is the number of students
Paro 20 2 91% per class or student: section ratio. Teacher pupil
ratio and class size are not same (see box 2.1 ) this
P/Gatshel 33 4 89%
assumes that every section in a school is a different
Punakha 20 1 95% class. Table 6.2 shows the class size per section
s/jongkhar 12 16 43% per school. It shows that in urban and semi-urban
Samtse 15 10 60% areas the classes are crowded. It also shows that the
classes in the Lower Secondary, Middle Secondary
Sarpang 13 9 59% and Higher Secondary Schools are more crowded
Thimphu 39 2 95% than in the Primary and Community Primary
Trashigang 58 8 88% Schools. The CPSs have on average the smallest
class sizes, and in these schools multi-grade is
T/Yangtse 27 3 90% more common.
Trongsa 24 0 100%
tsirang 8 6 57% Box 6.0: Difference between Class Size and
Teacher Pupil Ratio
Wangdue 24 5 83%
Zhemgang 27 5 84% Class Size – The number of students for whom a
teacher is primarily responsible
In March 2009, 21 schools and 11 Extended Class- During a school year
room reported they had only 1 teacher. Of these,
Pupil-Teacher Ratio (PTR) – is the number of students
9 schools and 11 Extended Classroom reported to
in a school or Dzongkhag compared to the number of
have an enrolment of more than 25 students. The teaching professionals. In some venues all educators
policy is to have a maximum of 25 students in a are included, including counselors, dance teachers,
MG situation. 4 schools and 11 Extended Class- etc.
room each with 1 teacher and an enrolment of
more than 25 opened this year.
58
Figure 6.3 Teacher pupil ratio since 2002 by level of school
45
40
35
30
25
20
15
10
5
0
Community Primary Lower Middle & Higher Private

Primary Secondary Secondary
The assumption in standard classroom construction is that the maximum number of students in a classroom
is 40. Therefore on average our classes have less than 40 students.
Table 6.2 Class size per location per school, March 2009
Category Semi- Semi- Very-
Urban Remote Difficult Average
levels of schools Urban Remote Remote
CPS 30 26 20 17 16 9 20
PS 33 27 25 23 23 27
LSS 37 34 32 33 30 33
MSS 34 37 37 39 37
HSS 36 35 35
Average 34 32 29 28 23 9 26
The differences between the regions and school With many communities already facing shortages
types are considerable. The Dzongkhag with large of qualified teachers, one concern is that the press
class sizes last year have all improved a bit, despite for quantity will come at the expense of quality,
increases in enrolment. The average class size in forcing schools and Dzongkhag to hire under
all Dzongkhags is 40 or less. The average class qualified or unprepared teachers.
size for Bhutan has reduced to 26 indicating that
the school system has been able to accommodate The table 6.3 shows by Dzongkhag, how many
the increasing enrolment. schools have a class size that is smaller than or
equal to 40, and how many schools have more
But, as the school improvement ideas go, reducing
than 40 per class In most Dzongkhags a majority
class sizes is costlier than many others and more
of the schools have been able to keep the average
complicated than it appears on first blush.
59
class size below 40. The exception is Sarpang, where the class rooms are overcrowded in about 41% of the
schools.
The box 6.1 presents some of the research findings on the benefits of smaller classrooms
Box 6.1: Research findings on benefits of smaller class

Research, for the most part, tends to support the belief in the benefits of small classes. Compelling evidence
demonstrates that reducing class size, particularly for younger children, has a positive effect on student achievement
overall and an especially significant impact on the education of disadvantaged children.
Large gains in both math and reading stem from more effective teaching and more focused learning. More teacher-
student interaction allows teachers to recognize the needs of individual students and customize instruction and
assignments. Teachers know the students better and can recognize problems and special needs early. For their part,
students are more likely to be on task and less likely to talk amongst themselves. They create fewer discipline
problems and engage in more pro-social behavior, allowing teachers to devote more time to instruction and less to
controlling the class. Smaller classrooms are more pleasant and have fewer distractions.
Researchers have found long-term effects of small classes in the early years. Students with two or more years of small
classes in elementary school score higher on tests in middle and high school
Table 6.3 Class size Maximum per Dzongkhag, March 2009

Class =< 40 Class > 40 % Class =< 40
Dzongkhag
2008 2009 2008 2009 2008 2009
Bhutan 413 528 52 48 89% 92%
Bumthang 15 18 1 1 94% 95%
Chhukha 29 34 5 6 85% 85%
Dagana 12 19 7 7 63% 73%
Gasa 2 5 0 0 100% 100%
Haa 7 11 0 0 100% 100%
Lhuentse 23 27 0 0 100% 100%
Mongar 44 49 2 1 96% 98%
Paro 16 19 4 3 80% 86%
Pema Gatshel 27 36 1 1 96% 97%
Punakha 16 21 2 0 89% 100%
Samdrupjongkhar 19 24 4 4 83% 86%
Samtse 5 24 9 8 36% 75%
Sarpang 8 13 6 9 57% 59%
Thimphu 34 39 2 2 94% 95%
Trashigang 57 66 1 0 98% 100%
Trashiyangtse 27 30 0 0 100% 100%
Trongsa 20 24 0 0 100% 100%
Tsirang 5 10 3 4 63% 71%
Wangduephodrang 21 28 4 1 84% 97%
Zhemgang 26 31 1 1 96% 97%
60
7. EDUCATION FACILITIES
To provide quality education it is important that by the schools is reflected. A study in Tennessee
facilities in the school are up to date. In this chap- has found a statistically significant relationship be-
ter the status of some of these facilities viz. water tween school facilities and the Student behaviours
provision, electricity, telephone connection, labo- and performance (see box 7.0).
ratories, computers and classrooms, as reported
The chapter ends with an overview of the accessibility of the schools.
Box 7.0: Correlation between school facility and student behaviors and performance
There is growing evidence of a correlation between the adequacy of a school facility and student behavior and per-
formance. The study done in Tennessee, have found a statistically significant relationship between the condition of a
school, or classroom, and student achievement. In general, students attending school in newer, better facilities score
five to seventeen points higher on standardized tests than those attending in substandard buildings
Building a school infrastructure is different from building an office infrastructure. The school infrastructure not only
has to be functional and economical, it has to give a sense of self-worth to the student. It has to show the communi-
ty’s commitment to education. Indeed, schools send an important message: we value our children. The building can
either say to students: “Tough it out and get by—we’re not completely committed to your education;” or it can say:
“You are a vital part of our community. We want you to feel safe, comfortable, challenged, inspired, and proud— we
believe in you and your future.” The message that the school building sends is not lost on teachers, students, or the
community at large.
School facilities also seem to symbolize something to the community. An attractive school is a source of pride and
generates good will for public education. For students, it inspires good conduct, increases academic achievement,
and reduces vandalism
7.1 The Water Situation in Schools
Based on the reports of the schools as to the number of tap stands in a school and the sufficiency of water
supply, an analysis has been made of the water situation in our schools as shown by table 7.0.
Table 7.0 Water situation in the schools, March 2009

No tapstand 1 or more Tapstands
Status No Information
Sufficient Water Insufficient Water Sufficient Water Insufficient Water
supply Supply supply Supply
Public Day 11 40 189 155 27
Public 2 13 54 54 0
Private 0 0 18 0 0
Total 13 53 261 209 27
About 51% of the schools reported to have sufficient water supply, the same percentage for day school and
61
46% as for boarding schools. Around 67 boarding As shown earlier, around 46% of the boarding
schools reported to have insufficient water supply, schools state they have sufficient water supply.
while 13 of these boarding schools have no tap Some of these still choose to make a remark with
stands for their students. regard to their water supply, therefore 48% is
shown as having sufficient water supply. Most of
When analyzing the water supply situation for the water problems in schools are to do with their
day schools without tap stands, it was found that source.
around half of them have a source or stream, espe-
cially the remote schools.
The table 7.1 shows the average number of tap stands available for students by Dzongkhag.
Table 7.1: Student-tap stand ratio by Dzong- 7.2 Provision of classrooms, labo-
khag for schools with tap stands, March ratories and computers in schools
2009
Schools with tapstand The number of classrooms available in a school
No is another facility that influences the quality
Dzongkhag No. of Student:
Tapstand of education. Some schools face shortage of
school Tapstand ratio
classrooms and have to introduce shift system.
Bumthang 1 13 211
Chukhaa 8 26 434 Figure 7.0 shows the class room situation.
Collecting information on classrooms was more
Dagana 3 22 226
difficult than collecting information on enrolment.
Gasa 2 2 236 A significant amount of schools did not give
Haa 1 8 283 adequate information on their classrooms . It is
also unknown whether the classrooms reported in
Lhuentse 5 21 116
the statistics forms are permanent classrooms or
Mongar 4 40 215 temporary structures.
Paro 0 18 454
P/Gatshel 3 27 213 Analysis of the information, as in figure 7.0,
indicates that most of the schools that gave
Punakha 4 15 315
information have enough classrooms. Only 10%
s/jongkhar 1 22 264 of schools reported to have more than 40 students
Samtse 9 9 694 per class.
Sarpang 4 14 682
Thimphu 5 29 582 Figure 7.0 Total Student per class
Trashigang 6 53 214
T/Yangtse 0 27 167
Trongsa 3 17 148
Tsirang 3 9 302
Wangdue 1 23 256
Zhemgang 4 22 157
62
7.2.1. Laboratories in schools in the schools. A word of caution is required
with regard to data-collection. It is unclear what
Another facility that is required in the schools is the using existing classrooms in the absence of
laboratories. Classes VII and VIII require a general dedicated laboratories, reported. The 3rd column
science laboratory, while classes IX and above re- refers to schools that have all 5 laboratories. In
quire separate laboratories for physics, chemistry, case a school has a General Science Laboratory
and biology. A computer laboratory is also required and a Chemistry Laboratory, but does not have any
for class IX and above. other laboratories it is calculated under the 2nd
column.
Table 7.2 shows the current provision of laboratories
Table 7.2 Laboratory by level of school, public schools, March 2008

General Science General Science with
No Laboratory No information
Laboratory other Laboratory*
CPS 246 23 0 0
PS 70 23 0 3
LSS 36 52 3 0
MSS 3 31 11 1
HSS 4 29 6 0
*Chemistry, Biology, Physics and computer laboratory
From the above we can see only 6 higher second- Science and Computer Applications are offered,
ary schools have fully equipped general science IT teachers continue to be trained, and schools are
laboratories as well as physics, chemistry, biology provided with computer laboratories and computer
and computer laboratories. 29 schools still have to laboratory assistants, along with both hardware
construct 3 laboratories. Four Higher Secondary and software for IT education. Table 7.3 shows the
School and three Middle secondary schools do not results of this project.
have a laboratory at all as they have only recent- All Higher Secondary Schools have computers,
ly been upgraded. The same is true for the lower with an average of 21 per school. Of the 46 Middle
secondary schools. Due to admission pressure so Secondary Schools, 39 have computers, with an
many schools were upgraded before putting in ad- average of 19 computers per school.
equate facilities. This is one of the main challenges
for the 10th FYP. At the (C) PS and LSS level the number of com-
puters is less. On average, the schools that have
7.2.2. Computers in schools computers, have just a few and these are probably
used by the office staff. Quite a surprising number
One of the goals of the 9th FYP was to equip all of Community Primary Schools have computers,
Higher and most of the Middle Secondary Schools given the fact that a lot of them are in remote plac-
with computers. IT literacy is seen as an invalu- es, and some do not have access to electricity.
able asset for a future career. Therefore Computer
63
Table 7.3 Computers in the schools, March 2009

With Computer
Without
Level No information
Average Computer computer
No. school No of computers
per school
CPS 122 340 3 141 5

PS 55 197 4 28 2
LSS 72 343 5 11 6
Public
MSS 38 555 15 3 4
HSS 26 538 21 0 1
Total 313 1973 6 183 18
CPS 0 0 0 0 1
PS 9 47 5 1 1
LSS 2 34 17 0 0
Private
MSS 1 23 23 0 0
HSS 10 289 29 0 2
Total 22 393 18 1 4
Grand Total 335 2366 24 184 22
7.3 Electricity, telephone and in- Almost 50% of the CPSs have electricity. While
it is not clear whether the question of access to
ternet connectivity
electricity may have been interpreted as including
access to solar power, the data shows that a lot of
The priority after the provision of basic facilities
areas in Bhutan are not yet electrified.
like water and classrooms is to ensure that schools
have access to electricity, a working telephone-line
Telephone access is another important facility
and a working internet connection. This paragraph
which is necessary for ensuring communication
describes the current situation with regard to these
between parents and the school, between the school
facilities.
and the Dzongkhag and central administration etc.
This can also benefit the larger community in case
For the schools at level VII and higher being con-
of remote schools.
nected is very important and computers and labo-
ratories need electricity.
64
Table 7.4: Electricity connectivity, per level, March 2009

Schools with electricity connectivity
Level
Yes No % Yes No Total
CPS 121 134 48% 13 268
PS 54 27 67% 4 85
LSS 66 14 83% 8 88
Public
MSS 37 5 88% 3 45
HSS 26 0 100% 1 27
Total 304 180 63% 29 514
CPS 0 0 0% 1 1
PS 9 1 90% 1 11
Private
LSS 2 0 100% 0 2
MSS 1 0 100% 0 1
HSS 11 0 100% 1 12
Total 23 1 96% 3 27
Grand Total 327 181 64% 32 541
72% of the public schools in Bhutan report that equate for schools and a few Middle and Higher
they have a working landline phone. Even in the Secondary Schools are now moving from dial-up
more remote areas around 60% of the schools can to lease-lines.
be contacted via the telephone.
Further IT facilities in schools are being enhanced
Internet facilities are now increasingly being intro- with training of IT laboratory assistants in set-
duced in our schools. Most schools with internet ting up and maintenance of Local Area Networks
are connected via dial-up. However, this is not ad- (LAN).
Table 7.5: Schools with working landline phone, per category, March 2009
Working Landline Phone
Category
Yes No % Yes No Information Total
Urban 75 6 93% 5 86
Semi-Urban 63 11 85% 2 76
remote 66 58 53% 5 129
Public
Semi-remote 94 34 73% 6 134

very remote 52 27 66% 6 85
difficult 3 1 75% 4
Total 353 137 72% 24 514
Urban 17 0 100% 1 18
Private
Semi-Urban 7 0 100% 2 9
Total 24 0 100% 3 27
65
Table 7.6: Internet connectivity per level, March 2009

Working Internet Connection
Level
Yes No % Yes No Information Total
CPS 21 231 8% 16 268
PS 20 60 25% 6 86
LSS 38 43 47% 7 88
Public
MSS 20 21 49% 4 45
HSS 21 5 81% 2 28
Total 120 360 25% 35 514
CPS 0 0 0% 1 1
PS 8 1 89% 2 11
LSS 2 0 100% 0 2
Private
MSS 1 0 100% 0 1
HSS 9 2 82% 1 12
Total 20 3 87% 4 27
From the above table we could see that 87% of private schools are connected to the internet while only 25%
of the public schools have that access. However 81% of Public HSS have access to internet while only 8 to
25% of C (PS) has the access
7.4 Road accessibility
Accessibility by road is another very important indicator. While it has less to do with the quality of educa-
tion, it enables supply of goods and materials and facilitates the movement of teachers and students. About
56% of our schools have access to road.
Road access per Dzongkhag is reflected in table 7.9. 89% of schools in Thimphu have road access, followed
by Bumthang with 88%. 3 out of every 5 schools in Mongar and 3 out of every 7 schools in Pemagatshel
have road access.
Table 7.8 shows the distance of school from the nearest road head by level of school. We see that most
of our schools are located near the road head, most of them within the walking distance of less than 20
minutes. Almost all the HSS are less than 20 minutes walking distance from the road. While many of the
remoter CPS’s are far away from the road, a walking distance as far as more than three days from the road
head.
66
Table 7.7 Accessibility by road for public schools by Dzongkhag, March

2009
Road acessibility
Ownership
Yes No % Yes No Information
Bumthang 15 2 88% 2
Chukhaa 20 17 54% 2
Dagana 11 12 48%
Gasa 1 3 25%
Haa 6 4 60%
Lhuentse 13 14 48%
Mongar 17 29 37% 4
Paro 15 3 83% 4
P/Gatshel 10 24 29% 3
Punakha 17 3 85% 1
Public
s/jongkhar 11 14 44% 1
Samtse 11 8 58%
Sarpang 12 8 60% 1
Thimphu 24 3 89%
Trashigang 33 30 52%
T/Yangtse 11 19 37%
Trongsa 14 9 61%
tsirang 6 7 46%
Wangdue 19 8 70%
Zhemgang 8 21 28%
Bumthang 1 100%
Chukhaa 1 100%
Mongar 1 100%
Paro 4 100%
Private
Punakha 1 100%
s/jongkhar 1 100%
Sarpang 2 100%
Thimphu 12 100%
Zhemgang 1 100%
Table 7.8 shows the distance of school from the 20 minutes walking distance from the road. While
nearest road head by level of school. We see that many of the remoter CPS’s are far away from the
most of our schools are located near the road head, road, a walking distance as far as more than three
most of them within the walking distance of less days from the road head.
than 20 minutes. Almost all the HSS are less than
67
Table 7.8 Distance of school from the nearest road head by level of school
Distance to school from nearest road head
Ownership
Less than No
<1 hr < 2hr < 3hr < one day < two days < three days > three days
20 minutes Information
CPS 82 16 12 23 29 35 18 20 32
PS 40 0 1 6 9 8 8 4 10
LSS 57 3 2 4 5 7 0 2 8
Public
MSS 38 1 0 0 0 1 0 0 5
HSS 24 0 1 0 0 0 0 0 3
Total 242 22 17 37 44 55 27 105
68
CPS 0 0 1
PS 10 0 0 1
LSS 2 0 0
Private
MSS 1 0 0
HSS 7 3 1 1
Total 20 3 1
8. NON-FORMAL, CONTINUING AND

SPECIAL EDUCATION
8.1 Non Formal Education 8.2 Continuing Education
The joint efforts of the Dzongkha Development In 2006 the Ministry of Education started a pilot
Authority (DDA) and the National Women’s Asso- Continuing Education Programme at Kelki Private
ciation of Bhutan (NWAB) gave birth to the Non- HSS, to offer adults who had to leave school be-
Formal Education (NFE) in 1992. The Ministry of fore finishing their secondary education the oppor-
Education formally took over NFE programme in tunity to upgrade their qualifications. Presently the
1994, now called the Non-Formal and Continuing programme offers 2 year courses for completion of
Education Division (NFCED). classes X and XII. Since most of the participants
are in-service people, the classes are conducted in
There has been a tremendous growth in the number the evenings and on the weekends.
of NFE centers from 6 in 1992 with 300 learners to
688 centers with 13160 learners and 737 instruc-
tors in 2009. Learners can attend a basic literacy Table 8.0 Enrolment in Continuing Educa-
course followed by a post literacy course. There tion since 2006
are fewer instructors than centers since courses in Male Female Total
some centers are taught by regular teachers who
are not reflected in this table. 2009 391 475 866
It is interesting to note that participation of women 2008 266 311 577
in the NFE programme is high, both as instructors 2007 177 216 393
and learners. Participation in Samtse is the highest
2006 78 70 148
in absolute numbers while participation in Dagana
is comparatively high.
In 2008 and 2009 the programme expanded to more schools in Paro, Bumthang, Sarpang and Chhukha. The
programme has been found to be very popular, especially at classes XI and XII. This enrolment is not yet
counted in the summary table since the CE programme is still in its pilot phase.
8.3 Special Education tion for All’ goals. Drukgyel LSS in Paro has a
deaf education resource unit, while Changangkha
The National Institute for the Disabled (NID) in LSS in Thimphu has facilities to teach both physi-
Khaling caters to visually impaired children. As of cally and mentally challenged children. These
2009, there are 48 students and 13 teachers in the two schools are part of the RGoB’s effort to make
institute. Two other schools also cater to special schools as inclusive as possible and integrate spe-
needs education, contributing toward the ‘Educa- cial education into mainstream education.
69
Table 8.1: Enrolment and Teaching Strength in NID 2002-2008

Students Teachers
B G BG M F MF
2009 30 18 48 10 3 13
2008 30 20 50 13 0 13
2007 34 15 49 11 1 12
2006 23 18 41 11 1 12
2005 33 9 42 9 1 10
2004 27 11 38 9 1 10
2003 26 9 35 7 1 8
2002 28 9 37 7 1 8
The enrolment in the NID has decreased this year, 8.4 Sanskrit Pathshalas
though it has showed a slow increase over the last
few years, especially compared to the spectacular There is presently 1 school in Sarpang catering to
enrolment increase in the regular education. One the study of Sanskrit for young children. There are
of the challenges for the education sector is to en- 18 children in this school.
sure that all children with special needs receive
suitable education so they can become full mem-
bers of society.
70
9. TERTIARY, VOCATIONAL, INTERNA-

TIONAL AND MONASTIC
EDUCATION
9.1 Tertiary education stitute the Royal University of Bhutan. For more
specific details the RUB can be consulted The
All publicly financed tertiary education in Bhutan girl’s enrolment is seen to be lesser than boys in
is under the umbrella of the Royal University of the RUB, with male female ratio of 65:35.
Bhutan. At the moment 11 different institutes con-
Table 9.0 Staff and Students in the Royal University of Bhutan academic year 2008
Students Teachers Others
Sl. Level of schools
B G BG Bht N/Bht Tot Bht N/Bht Tot
Institutions:
College of Natural Resources,
1 121 26 147 70 2 72 15 0 15
Lobesa
College of Science and

2 213 79 292 66 15 81 19 0 19
Technology, Rinchhending
Institute of Language and

3 215 124 339 46 1 47 10 0 10
Culture Studies, Semtokha
Jigme Namgyel Polytechnic,

4 268 77 345 59 2 61 13 0 13
Dewathang
National Institute of Traditional

5 31 9 40 15 - 15 3 0 3
Medicine, Thimphu
Paro College of Education,

6 719 343 1,062 82 1 83 17 0 17
Paro
Royal Institute of Health

7 131 126 257 41 - 41 9 0 9
Sciences, Thimphu
Royal Institute of Management,

8 193 143 336 76 3 79 31 0 31
Semtokha
Samtse College of Education,

9 580 386 966 81 8 89 23 0 23
Samtse
10 Sherubtse College, Kanglung 510 262 772 112 44 156 21 0 21
11 Gaeddug College of 315 180 495 52 17 69 16 0 16
Total 3,296 1,755 5,051 700 93 793 177 0 177
71
9.2 Vocational education Resources. At the moment there are 8 Vocational
Training institutes. For more specific details the
Provision of vocational education is the Ministry of Labour and Human Resources can be
responsibility of the Ministry of Labour and Human contacted.
Table 9.1 Staff and students in Vocational Training Institutes academic year 2008
Students Teaching Non-Teaching
Dzong- Name of the
khag institute Male Female Total male female Total Male female Total
Bumthang Chumey VTI 147 91 238 15 6 21 5 2 7

Punakha Khuruthang VTI 116 50 166 10 5 15 10 5 15
Sarpang Serzhong VTI 79 54 133 10 1 11 3 1 4
National Institute for
Thimphu 216 125 341 26 3 29 6 6 12
Zorig Chusum
Institute of
Thimphu 21 4 25 9 1 10 1 1 2
automobile
Tashigang Rangjung VTI 109 48 157 16 1 17 10 1 11
Tashiyangtse Insti-
Tashiyang-
tute of Zorig Chu- 42 15 57 12 0 12 5 0 5
tse
sum
Wangdue Samthang 95 10 105 12 0 12 6 0 6
Total 825 397 1222 110 17 127 46 16 62
9.3 Students Abroad

Tertiary education
Primary and secondary education Every year, the RGoB provides scholarships for
A significant number of Bhutanese children are class XII graduates to study various professions
studying in primary and secondary schools abroad. abroad. These slots are limited and merit based.
Many Parents also send their children to schools in Several other funding agencies like the Government
towns like Kalimpong, Darjeeling and Chennai in of India also provide undergraduate scholarships.
India. These children are funded privately. Table 9.2 gives the number of undergraduate
Table 9.2 Bhutanese Undergraduate students abroad with RGOB Scholarships, 2008
Year of pass- India, RGOB India, GOI Other, RGOB India,MoA Total
ing out M F MF M F MF M F MF M F MF M F MF
2009 38 9 47 32 5 37 15 2 17 0 0 0 85 16 101
2010 11 3 14 49 6 55 10 2 11 4 4 8 74 15 88
2011 23 11 34 38 10 48 16 8 23 13 4 17 90 33 122
2012 6 0 6 50 5 55 12 3 14 11 5 16 79 13 91
2013 0 0 0 9 0 9 15 9 24 0 0 0 24 9 33
2014 0 0 0 4 0 4 17 3 20 0 0 0 21 3 24
2015 0 0 0 0 0 0 26 5 31 0 0 0 26 5 31
Total 78 23 101 182 26 208 111 32 140 28 13 41 399 94 490
72
students with scholarships abroad. A significant The private student numbers are based upon the
number of students also study abroad through membership figures of the Bhutanese Student
private funding. Table 9.3 gives the students Associations in the different towns and countries.
studying privately in India and in other countries.
Table 9.3 Bhutanese privately funded The number of girls receiving scholarships and
Tertiary Education students abroad, those under private funding is much lower than the
2008 number of boys. i.e. only 19 and 43 percent respec-
tively.. It remains one of the challenges to ensure
Country Male Female Total that participation of girls stay at the same level as
India 1844 1392 3236 in Class X.
Thailand 4 3 7
9.4 Monastic Education
Nepal 1 0 1
Phillipines 4 3 Monastic education is the oldest form of education
7
USA 0 2 2 in Bhutan. Today it continues to play an impor-
tant role in the Bhutanese Education system. Most
Bangladesh 4 5 9
monastic schools are administered by the Central
Total 1857 1405 3262 Monastic Body. For these schools enrolment data
has been collected. Table 9.4 gives an overview of
the enrolment in these
Table 9.4 Enrolment in monastic schools administered by the schools. The Monastic
central monastic body, 2008 body has reported that
there are 4642 students
Monastic in 388 monastic schools
Dzongkhag Male Female Total
schools and 3 nunneries over
Bhutan 388 4395 67 4642 Bhutan. This enrolment
is significantly lower
Chhukha 25 119 119
than the one reported
Dagana 11 122 122 for 2006 and 2007,
Gasa 9 83 83 which was 9287 and
Haa 18 112 112 7005.
Lhuentse 10 177 177 Information on monas-
Mongar 27 202 202 teries not administered
Paro 43 243 30 273 by the central monastic
body is not available in
Pemagatshel 5 96 17 113
detail. The central mo-
Punakha/Thimphu 71 1890 20 2090 nastic body has reported
Samdrup Jongkhar 2 86 86 that in 2004, there were
5,149 learners enrolled
Samtse 9 181 181
in these monasteries.
Trashiyangtse 6 103 103 It is obvious that more
Trashigang 30 171 171 boys than girls are en-
Trongsa/Bumthang 70 288 288 rolled in these schools.
Tsirang 5 83 83
Wangdiphodrang 30 205 205
Zhemgang 8 129 129
Sarpang 9 105 105
73
10. FINANCING OF EDUCATION
10.1 Free services and sharing of costs food based on need. The policy trend during the
last few years is, however, to work towards cost-
The Bhutanese education system is built upon the sharing with parents, especially amongst those
concept of free services from primary to tertiary populations that are in a position to do so. Accord-
level. Students are not only given free tuition but ingly students studying in the urban areas have had
also provided with many facilities viz. stationary, to buy their own stationeries since 1993.
textbooks, sports-items and boarding facilities and
In general, all students are required to contribute to a School Development Fund at the following rates:
‹ Community Primary and Primary Schools Nu 30/- per student per annum
‹ Lower Secondary Schools Nu 100/- per student per annum
‹ Middle and Higher Secondary Schools Nu 200/- per student per annum
10.2 Annual budget
The total budget provision for financial year 2007-2008 amounts to over Nu.3700 million, with more than
half the provision for the programmes administered by the Dzongkhags.
74
Table 10.1 Annual Budget Education Sectors 2008 -2009 (in Million Nu.)
SI.No. Itmes Current Capital Total
1 National direction and educational Services 198.41 964.41 1,162.81
2 NID, Khaling 5.26 11.30 16.56
3 Non Formal Education Centres* 0.00 0.00 0.00
4 Community Primary and Primary Schools 599.48 324.22 923.70
5 Lower, Middle & Higher Secondary Schools 1,159.40 356.65 1,516.04
6 School Procurement Services 134.20 0.00 134.20
7 Resource Centre Services 0.90 0.33 1.23
8 Gewog Education Services 0.00 1.23 1.23
Total 2,.97.65 1,658.13 3,755.77
Institutes & Colleges under RUB
1 ILCS, Semtokha 26.91 85.14 112.05
2 Paro College of Education 50.24 10.98 61.22
3 Samtse College of Education 40.27 30.04 70.31
4 College of National Resource, Lobesa 25.26 9.16 34.42
5 College of Science & Technology, Richending 27.73 49.39 77.12
6 Jigme Namgyel Polytechnic, Dewathang 23.68 17.53 41.21
7 Sherubtse College, Kanglung 56.54 26.81 83.35
8 Gedu College of Business Studies 30.50 11.90 42.40
9 National Institute of Traditional Medicine 6.24 8.58 14.82
10 Royal Institute of Health Sciences 18.39 12.73 31.12
Total 305.75 262.26 568.00
Institutes under the MOLHR
1 Institute for Zorig Chusum, Tashiyangtse 8.73 4.85 13.58
2 National Institute for Zorig Chusum, Thimphu 18.50 3.87 22.37
3 Vocational Training Institute - Khuruthang 11.00 8.41 19.41
4 Vocational Training Institute - Samthang 9.76 2.31 12.08
5 Vocational Training Institute - Sarpang 8.17 5.98 14.16
6 Vocational Training Institute - Chumey 8.92 2.34 11.25
7 Vocational Training Institute - Rangjung 10.48 19.07 29.55
8 Vocational Training Institute - Thimphu 7.967 0.69 8.66
9 Institute of Automobile Engineering, Thimphu 4.15 0.18 4.33
Total 87.67 47.70 138.37
*Budget for NFEC clubbed under Primary Education Services
75
Table 10.2(a) Education Revised Budget & Expenditure (FY 07-08) by Dzongkhag ( Nu. In Million )
Primary Secondary SLD SPS RCS DEO’s Office TOTAL
Sl.
Dzongkhag
No
Cur. Cap. Tot. Cur. Cap. Tot. Cur. Cap. Tot. Cur. Cap. Tot. Cur. Cap. Tot. Cur. Cap. Tot. Cur. Cap. Tot.
Bud. 16.45 4.73 21.18 30.80 11.29 42.01 1.10 - 1.10 4.07 - 4.07 0.07 - 0.07 52.49 16.03 68.52
1 Bumthang
Expe. 15.65 4.61 20.26 27.63 10.36 37.98 0.96 - 0.96 4.05 - 4.05 0.01 - 0.01 48.30 14.97 63.27
% 95% 97% 96% 90% 92% 90% 88% 88% 100% 100% 13% 13% 92% 93% 92%
Bud. 32.35 11.76 44.11 101.38 23.24 124.62 4.21 - 4.21 14.02 - 14.02 0.12 - 0.12 152.07 35.00 187.07
2 Chukha Expe. 15.11 5.71 20.82 46.74 18.22 64.96 4.02 - 4.02 12.87 - 12.87 0.09 - 0.09 78.82 23.93 102.75
% 47% 49% 47% 46% 78% 52% 95% 0% 95% 92% 0% 92% 75% 0% 75% 52% 68% 55%
Bud. 21.36 6.42 27.79 19.26 4.12 23.38 1.20 - 1.20 4 - 4.00 0.07 - 0.07 45.89 10.55 56.44
3 Dagana Expe. 20.81 4.90 25.71 20.41 4.20 24.61 1.24 - 1.24 4.00 - 4.00 0.08 - 0.08 46.53 9.10 55.63
% 197% 103% 129% 106% 102% 105% 103% 103% 100% 100% 109% 109% 101% 86% 99%
Bud. 6.37 1.09 7.45 9.33 20.41 29.74 0.15 0.15 0.02 0.34 0.36 15.86 21.84 37.70
76
4 Gasa Expe. 5.55 1.05 6.61 7.33 13.09 20.43 0.13 0.13 0.02 0.27 0.29 13.03 14.41 27.45
% 87% 97% 89% 79% 64% 69% 87% 87% 92% 79% 79% 82% 66% 73%
Bud. 11.94 2.54 14.48 24.13 0.87 25.00 0.75 - 0.75 2.50 - 2.50 39.32 3.41 42.73
5 Haa Expe. 10.98 1.95 12.92 23.15 0.85 24.00 0.63 - 0.63 2.50 - 2.50 37.25 2.80 40.05
% 92% 77% 89% 96% 98% 96% 83% 83% 100% 100% 95% 82% 94%
Bud. 24.44 4.85 29.29 19.27 4.05 23.33 1.10 - 1.10 6.29 - 6.29 0.02 - 0.02 51.12 8.90 60.02
6 Lhuntshe Expe. 24.24 4.74 28.98 19.39 4.05 23.44 1.01 1.01 6.29 - 6.29 0.01 - 0.01 51.02 8.79 59.81
% 99% 98% 99% 101% 100% 101% 100% 100% 100% 100% 47% 47% 100% 99% 100%
Bud. 44.76 12.22 56.98 49.45 3.12 52.57 2.55 - 2.55 9.39 - 9.39 0.03 - 0.03 106.18 15.33 121.52
7 Mongar Expe. 44.60 9.84 54.45 49.18 3.07 52.25 2.39 - 2.39 9.39 - 9.39 0.03 - 0.03 105.58 12.91 118.50
% 100% 81% 96% 99% 99% 99% 94% 94% 100% 100% 93% 93% 99% 84% 98%
Bud. 16.63 2.56 19.19 78.39 5.86 84.25 2.30 - 2.30 6.06 - 6.06 103.38 8.42 111.80
8 Paro Expe. 14.10 2.56 16.66 74.39 5.01 79.40 1.62 - 1.62 5.02 - 5.02 95.13 7.57 102.70
% 85% 100% 87% 95% 86% 94% 71% 71% 83% 83% 92% 90% 92%
Sl.
Dzongkhag
No
Bud. 24.34 5.55 29.89 55.12 25.65 80.77 0.75 - 0.75 0.03 - 0.03 80.24 31.20 111.44
9 P/Gatshel Expe. 23.59 3.86 27.45 52.08 24.09 76.17 0.75 - 0.75 0.20 - 0.20 76.62 27.95 104.58
% 97% 70% 92% 95% 94% 94% 100% 100% 667% 667% 96% 90% 94%
Bud. 17.77 1.66 19.43 43.44 49.47 92.91 1.28 0 1.28 0.05 - 0.05 62.54 51.13 113.67
10 Punakha Expe. 18.33 1.70 20.03 41.31 46.14 87.45 1.28 - 1.28 0.05 - 0.05 60.97 47.84 108.81
% 103% 102% 103% 95% 93% 94% 100% 100% 100% 100% 98% 94% 96%
Bud. 20.13 19.94 40.07 41.78 100.06 141.85 0.87 - 0.87 8.41 - 8.41 0.04 - 0.04 71.23 120.00 191.24
11 S/Jongkhar 19.07 17.75 36.81 40.36 41.42 81.78 0.87 - 0.87 8.50 - 8.50 0.04 - 0.04 68.83 59.16 127.99
% 95% 89% 92% 97% 41% 58% 100% 100% 101% 101% 95% 95% 97% 49% 67%
Bud. 32.68 7.35 40.03 48.87 11.19 60.06 1.36 - 1.36 8.81 - 8.81 0.05 - 0.05 91.76 18.54 110.30
12 Samtse 31.54 3.49 35.03 48.04 9.16 57.20 1.35 - 1.35 8.81 - 8.81 0.05 - 0.05 89.78 12.65 102.43
77
% 97% 143% 187% 98% 82% 95% 99% 99% 100% 100% 100% 100% 98% 68% 93%
Bud. 25.81 3.90 29.71 36.82 1.10 37.92 2.07 - 2.07 4.87 - 4.87 0.06 - 0.06 69.62 5.00 74.62
13 Sarpang 26.18 3.15 29.32 37.08 0.78 37.86 1.37 - 1.37 3.65 - 3.65 0.01 - 0.01 68.28 3.93 72.21
% 101% 81% 99% 101% 70% 100% 66% 66% 75% 75% 26% 26% 98% 79% 97%
Bud. 48.16 8.03 56.19 130.64 40.28 170.92 4.66 - 4.66 0.05 - 0.05 - 199.00 48.31 247.31
14 Thimphu 36.22 4.69 40.91 92.62 28.48 121.01 4.21 - 4.21 0.01 - 0.01 - 148.56 33.17 181.72
% 75% 58% 73% 108% 71% 107% 90% 0% 90% 16% 16% 75% 69% 74%
Bud. 61.25 15.91 77.16 84.35 13.12 97.07 3.43 - 3.43 9.15 - 9.15 0.06 - 0.06 158.23 29.04 186.87
15 Trashigang 54.52 14.07 68.58 82.23 11.40 93.28 3.02 - 3.02 9.15 - 9.15 0.06 - 0.06 148.97 25.46 174.09
% 89% 88% 89% 183% 87% 96% 88% 0% 88% 100% 0% 100% 98% 98% 94% 88% 93%
Sl.
Dzongkhag
No
Bud. 20.44 8.00 28.44 35.36 3.51 38.88 1.42 1.42 3.10 - 3.10 0.05 0.05 60.37 11.51 71.88
16 T/Yangtse 19.73 7.62 27.35 32.04 3.44 35.48 1.36 1.36 2.32 - 2.32 0.01 0.01 55.46 11.05 66.51
% 97% 95% 96% 91% 98% 91% 95% 95% 75% 0% 75% 31% 31% 92% 96% 93%
Bud. 20.01 4.18 24.19 24.35 10.97 35.32 0.30 - 0.30 8.37 - 8.37 0.07 - 0.07 53.01 15.15 68.25
17 Trongsa 19.91 3.94 23.85 23.98 7.63 31.61 1.03 - 1.03 8.37 - 8.37 0.06 - 0.06 53.35 11.57 64.92
% 100% 94% 99% 99% 70% 90% 348% 348% 100% 100% 81% 81% 101% 76% 95%
Bud. 10.81 6.68 17.48 28.53 3.70 32.23 0.57 - 0.57 3.77 - 3.77 0.04 - 0.04 43.72 10.38 54.10
18 Tsirang 9.05 0.69 9.74 12.82 2.17 15.00 0.57 - 0.57 3.33 - 3.33 0.03 - 0.03 25.81 2.86 28.67
% 84% 10% 56% 45% 59% 47% 100% 0% 100% 88% 88% 67% 67% 59% 28% 53%
Bud. 27.81 2.36 30.17 41.28 19.70 60.98 1.84 - 1.84 10.42 - 10.42 0.01 0.01 81.37 22.06 103.43
78
W/Pho-
19 28.29 0.65 28.94 55.22 12.07 67.29 1.61 - 1.61 9.32 - 9.32 0.00 0.00 94.45 12.72 107.17
drang
% 102% 28% 96% 134% 61% 110% 88% 0% 88% 89% 89% 13% 13% 116% 58% 104%
Bud. 34.71 14.22 48.93 32.00 1.63 33.63 1.28 - 1.28 67.99 15.85 83.84
20 Zhemgang 34.62 7.32 41.94 31.94 0.70 32.64 1.21 - 1.21 67.77 8.02 75.78
% 100% 52% 86% 100% 43% 97% 94% 0% 94% 100% 51% 90%
Table 10.2 b Top Utilizer of Budget

TOTAL
Sl. No Dzongkhag
Cur. Cap. Tot.
Bud. 81.37 22.06 103.43
1 W/Phodrang Expe. 94.45 12.72 107.17
% 116% 58% 104%
Bud. 51.12 8.90 60.02
2 Lhuntshe Expe. 51.02 8.79 59.81
% 100% 99% 100%
Bud. 45.89 10.55 56.44
3 Dagana Expe. 46.53 9.10 55.63
% 101% 86% 99%
Bud. 106.18 15.33 121.52
4 Mongar Expe. 105.58 12.91 118.50
% 99% 84% 98%
Bud. 69.62 5.00 74.62
5 Sarpang Expe. 68.28 3.93 72.21
% 98% 79% 97%
Table 10.2c Top five under utilizer of budget

TOTAL
Sl. No Dzongkhag
Cur. Cap. Tot.
Bud. 43.72 10.38 54.10
1 Tsirang Expe. 25.81 2.86 28.67
% 59% 28% 53%
Bud. 152.07 35.00 187.07
2 Chukha Expe. 78.82 23.93 102.75
% 52% 68% 55%
Bud. 71.23 120.00 191.24
3 S/Jongkhar Expe. 68.83 59.16 127.99
% 97% 49% 67%
Bud. 15.86 21.84 37.70
4 Gasa Expe. 13.03 14.41 27.45
% 82% 66% 73%
Bud. 199.00 48.31 247.31
5 Thimphu Thromdey Expe. 148.56 33.17 181.72
% 75% 69% 74%
79
10.3 Per head costs
The estimated per head cost by school levels as given in table 10.3
Table 10.3 Estimated cost per student, May 2008

Cost per student per annum (in
Schools & Institute under the Ministry of Education
Nu)
Primary Schools* 8,623
a) Day Scolars 8,305
b) Boarders 12,929
Lower Secondary Schools 11,768
a) Day Scolars 10.410
b) Boarders 14,947
Middle Secondary Schools* 13,970
b) Boarders 16,447
Higher Secondary Schools* 16,566
b) Boarders 19,567
National Institute for the Disabled* 104,356
Institute & College under Royal University of Bhutan** 57,082

ILCS, Semtokha 48,546
Paro College of Education, Paro 41,697
Samtse College of Education, Samtse 42,447
College of Natural Resources, Lobesa 147,284
College of Science & Technology, Rinchending 74,875
Jigme Namgyel Polytechnic, Dewathang 60,908
Sherubtse College, Kangkung 65,965
Jigme Singye Wangchuck college of Business Studies no student in 2007
Institute under Ministry of Labour and Human Resources** 69,845

Institute for Zoring Chusum, Tashiyangtse 120,982
National Institute for Zoring Chusum, Thimphu 82,906
Vocational Training Institute - Khuruthang 54,524
Vocational Training Institute - Samthang 66,549
Vocational Training Institute - Rangjung 63,798
Construction TrainingCenter - Thimphu 45,859
Vocational Training Institute - Sarpang 44,008
Vocational Training Institute - Chumey 34,571
* This is based on 2006 - 07 expenditure
** This is based on 2007 - 08 expenditure
80
STATISTICAL TABLES
81
Table 1.1 Enrolment of students per Dzongkhag per type of School 2009
CPS PS Pvt. PS LSS Pvt. LSS MSS Pvt MSS HSS Pvt. HSS Total
Dzongkhag
# % # % # % # % # % # % # % # % # % # %
Bumthang 1117 3.6% 319 1.4% 0 0.0% 1059 2.2% 0 0.0% 1043 3.1% 0 0.0% 450 2.4% 202 3.4% 4190 2.6%
Chukha 2582 8.3% 932 4.0% 0 0.0% 5168 10.7% 229 34.7% 3806 11.2% 0 0.0% 3206 17.0% 529 8.8% 16452 10.0%
Dagana 2609 8.4% 134 0.6% 0 0.0% 1971 4.1% 0 0.0% 1235 3.6% 0 0.0% 412 2.2% 0 0.0% 6361 3.9%
Gasa 168 0.5% 109 0.5% 0 0.0% 0 0.0% 0 0.0% 364 1.1% 0 0.0% 0 0.0% 0 0.0% 641 0.4%
Haa 168 0.5% 670 2.8% 0 0.0% 1524 3.2% 0 0.0% 0 0.0% 0 0.0% 684 3.6% 0 0.0% 3046 1.9%
Lhuentse 908 2.9% 1522 6.5% 0 0.0% 543 1.1% 0 0.0% 456 1.3% 0 0.0% 575 3.1% 0 0.0% 4004 2.4%
Mongar 2803 9.0% 920 3.9% 0 0.0% 2999 6.2% 0 0.0% 1180 3.5% 0 0.0% 1522 8.1% 111 1.9% 9535 5.8%
Paro 246 0.8% 1419 6.0% 60 3.8% 4535 9.4% 0 0.0% 1207 3.6% 0 0.0% 1555 8.2% 1380 23.0% 10402 6.3%
Pemagatshel 1712 5.5% 455 1.9% 0 0.0% 2424 5.0% 0 0.0% 1036 3.1% 0 0.0% 615 3.3% 0 0.0% 6242 3.8%
82
Punakha 983 3.2% 986 4.2% 0 0.0% 1911 4.0% 0 0.0% 1899 5.6% 0 0.0% 666 3.5% 869 14.5% 7314 4.5%
Samdrupjongkhar 1459 4.7% 2015 8.6% 120 7.5% 2216 4.6% 0 0.0% 2742 8.1% 0 0.0% 0 0.0% 0 0.0% 8552 5.2%
Samtse 2993 9.6% 1498 6.4% 0 0.0% 1390 2.9% 0 0.0% 7189 21.2% 0 0.0% 658 3.5% 0 0.0% 13728 8.4%
Sarpang 2301 7.4% 0 0.0% 31 1.9% 4033 8.4% 0 0.0% 2459 7.3% 0 0.0% 1060 5.6% 552 9.2% 10436 6.4%
Thimphu 913 2.9% 4855 20.6% 1388 86.8% 6999 14.5% 430 65.3% 4121 12.2% 363 100.0% 2601 13.8% 2237 37.3% 23544 14.3%
Trashigang 3265 10.5% 2362 10.0% 0 0.0% 3346 6.9% 0 0.0% 1828 5.4% 0 0.0% 1775 9.4% 0 0.0% 12576 7.7%
Trashiyangtse 1705 5.5% 340 1.4% 0 0.0% 2094 4.3% 0 0.0% 674 2.0% 0 0.0% 504 2.7% 0 0.0% 5317 3.2%
Trongsa 1194 3.8% 844 3.6% 0 0.0% 703 1.5% 0 0.0% 379 1.1% 0 0.0% 468 2.5% 0 0.0% 3588 2.2%
Tsirang 1037 3.3% 599 2.5% 0 0.0% 1904 4.0% 0 0.0% 958 2.8% 0 0.0% 580 3.1% 0 0.0% 5078 3.1%
Wangdue 1769 5.7% 2102 8.9% 0 0.0% 2117 4.4% 0 0.0% 515 1.5% 0 0.0% 830 4.4% 0 0.0% 7333 4.5%
Zhemgang 1158 3.7% 1484 6.3% 0 0.0% 1217 2.5% 0 0.0% 800 2.4% 0 0.0% 719 3.8% 118 2.0% 5496 3.3%
Total 31090 100.0% 23565 100% 1599 100% 48153 100% 659 100% 33891 100% 363 100% 18880 100% 5998 100% 164262 100%
Table 1.2 Public and Private Schools per Dzongkhag 2009
Dzong- ECR CPS PS Pvt. PS LSS Pvt. LSS MSS Pvt MSS HSS Pvt. HSS Total
khag
# % # % # % # % # % # % # % # % # % # % # %
Bumthang 0 0.0% 12 4.5% 1 1.2% 0 0.0% 2 2.2% 0 0.0% 2 4.4% 0 0.0% 1 3.7% 1 8.3% 19 3.3%
Chukha 1 2.9% 19 7.1% 4 4.7% 0 0.0% 7 7.9% 1 50.0% 4 8.9% 0 0.0% 3 11.1% 1 8.3% 40 7.0%
Dagana 3 8.8% 14 5.2% 1 1.2% 0 0.0% 5 5.6% 0 0.0% 2 4.4% 0 0.0% 1 3.7% 0 0.0% 26 4.5%
Gasa 1 2.9% 2 0.7% 1 1.2% 0 0.0% 0 0.0% 0 0.0% 1 2.2% 0 0.0% 0 0.0% 0 0.0% 5 0.9%
Haa 1 2.9% 3 1.1% 3 3.5% 0 0.0% 3 3.4% 0 0.0% 0 0.0% 0 0.0% 1 3.7% 0 0.0% 11 1.9%
Lhuentse 0 0.0% 14 5.2% 9 10.5% 0 0.0% 2 2.2% 0 0.0% 1 2.2% 0 0.0% 1 3.7% 0 0.0% 27 4.7%
Mongar 0 0.0% 31 11.5% 6 7.0% 0 0.0% 8 9.0% 0 0.0% 2 4.4% 0 0.0% 2 7.4% 1 8.3% 50 8.7%
Paro 0 0.0% 3 1.1% 3 3.5% 1 8 9.0% 0 0.0% 2 4.4% 0 0.0% 2 7.4% 3 25.0% 22 3.8%
Pema
6 17.6% 18 6.7% 4 4.7% 0 0.0% 6 6.7% 0 0.0% 2 4.4% 0 0.0% 1 3.7% 0 0.0% 37 6.4%
gatshel
83
Punakha 0 0.0% 9 3.3% 3 3.5% 0 0.0% 4 4.5% 0 0.0% 3 6.7% 0 0.0% 1 3.7% 1 8.3% 21 3.7%
Samdrup
2 5.9% 10 3.7% 5 5.8% 1 5 5.6% 0 0.0% 5 11.1% 0 0.0% 0 0.0% 0 0.0% 28 4.9%
jongkhar
Samtse 12 35.3% 9 3.3% 3 3.5% 0 0.0% 1 1.1% 0 0.0% 5 11.1% 0 0.0% 1 3.7% 0 0.0% 31 5.4%
Sarpang 1 2.9% 11 4.1% 0 0.0% 1 4 4.5% 0 0.0% 2 4.4% 0 0.0% 2 7.4% 1 8.3% 22 3.8%
Thimphu 1 2.9% 7 2.6% 6 7.0% 7 9 10.1% 1 50.0% 4 8.9% 1 100.0% 2 7.4% 3 25.0% 41 7.1%
Trashi- 3 8.8% 35 13.0% 12 14.0% 0 0.0% 9 10.1% 0 0.0% 4 8.9% 0 0.0% 3 11.1% 0 0.0% 66 11.5%
Trashi-
0 0.0% 20 7.4% 3 3.5% 0 0.0% 5 5.6% 0 0.0% 1 2.2% 0 0.0% 1 3.7% 0 0.0% 30 5.2%
yangtse
Trongsa 0 0.0% 15 5.6% 4 4.7% 0 0.0% 3 3.4% 0 0.0% 1 2.2% 0 0.0% 1 3.7% 0 0.0% 24 4.2%
Tsirang 1 2.9% 7 2.6% 2 2.3% 0 0.0% 2 2.2% 0 0.0% 1 2.2% 0 0.0% 1 3.7% 0 0.0% 14 2.4%
Wangdue 2 5.9% 15 5.6% 6 7.0% 0 0.0% 3 3.4% 0 0.0% 1 2.2% 0 0.0% 2 7.4% 0 0.0% 29 5.0%
Zhemgang 0 0.0% 15 5.6% 10 11.6% 0 0.0% 3 3.4% 0 0.0% 2 4.4% 0 0.0% 1 3.7% 1 8.3% 32 5.6%
Total 34 100.0% 269 86 100% 10 100% 89 100% 2 100% 45 100% 1 100.0% 27 100% 12 100% 575 100%
Table 1.3 Enrolment of students per Dzongkhag by level 2007-2009
PP-VI VII-VIII IX-X XI-XII
Dzongkhag
2007 2008 2009 2007 2008 2009 2007 2008 2009 2007 2008 2009
Bumthang 2613 2583 2523 676 677 682 589 592 593 316 367 392
Chukha 10510 10890 11011 2146 2324 2454 1,882 1,909 1898 860 947 1089
Dagana 3978 4709 4961 518 743 833 424 427 512 0 0 55
Gasa 405 407 439 87 105 97 32 80 105 0 0 0
Haa 1878 1854 1946 493 527 500 464 410 450 112 110 150
Lhuentse 2834 2836 2803 525 552 636 394 391 416 131 144 149
Mongar 6245 6399 6467 1375 1389 1346 1,014 994 1143 350 423 579
Paro 5678 5836 5864 1556 1481 1514 1,151 1,186 1401 829 1216 1623
Pemagatshel 4123 3993 3913 980 1069 1100 1,108 977 901 312 323 328
84
Punakha 3093 4101 4170 682 1048 1072 699 971 912 891 1055 1160
Samdrupjongkhar 6036 6073 6200 1277 1327 1401 276 590 951 0 0 0
Samtse 9093 9418 10616 1386 1532 1801 772 941 1168 124 143 143
Sarpang 6609 6462 6961 1354 1448 1497 980 1,053 1168 110 400 810
Thimphu 14602 13893 14340 3566 3233 3405 2,827 2,711 2961 2996 3172 3265
Trashigang 8502 8398 8216 1922 1928 1910 1,489 1,573 1693 580 660 757
Trashiyangtse 3575 3653 3695 655 702 770 489 538 536 310 309 316
Trongsa 2584 2473 2439 504 591 577 376 365 437 128 121 135
Tsirang 3070 3190 3517 578 701 741 432 486 563 270 263 257
Wangdue 5361 5250 5194 1057 1031 1058 784 786 824 216 246 257
Zhemgang 3678 3682 3567 767 839 903 625 628 676 281 258 350
Total 104467 106100 108842 22104 23247 24297 16,807 17,608 19308 8816 10157 11815
Table 1.4 Teachers in Bhutan in 2009 per school type per Dzongkhag
CPS PS LSS MSS HSS T:P Public Pvt Total T:P All
Dzongkhag
Teachers Teachers Teachers Teachers Teachers schools Teachers Teachers % schools
Bumthang 63 10 40 42 26 22.0 9 190 3% 22.1

Chukha 85 37 178 147 141 26.7 41 629 9% 26.2
Dagana 77 7 63 35 20 31.5 0 202 3% 31.5
Gasa 9 8 0 20 0 17.3 0 37 1% 17.3
Haa 10 35 65 0 34 21.2 0 144 2% 21.2
Lhuentse 50 64 24 22 26 21.5 0 186 3% 21.5
Mongar 108 32 112 49 73 25.2 13 387 6% 24.6
Paro 16 56 183 59 65 23.6 77 456 7% 22.8
Pemagatsel 89 21 87 44 22 23.7 0 263 4% 23.7
85
Punakha 49 41 78 77 42 22.5 38 325 5% 22.5
S/Jonkhar 44 62 62 97 0 31.8 8 273 4% 31.3
Samtse 87 46 49 198 29 33.6 0 409 6% 33.6
Sarpang 70 0 117 81 67 29.4 27 362 5% 28.8
Thimphu 47 196 295 187 123 23.0 266 1114 17% 21.5
T/gang 160 87 135 80 81 23.2 0 543 8% 23.2
T/yangtse 85 19 72 25 27 23.3 0 228 3% 23.3
Tongsa 70 46 41 18 23 18.1 0 198 3% 18.1
Tsirang 33 19 59 31 31 29.4 0 173 3% 29.4
Wangdue 78 83 76 26 56 23.0 0 319 5% 23.0
Zhemgang 51 62 49 36 26 24.0 6 230 3% 23.9
Total 1281 931 1785 1274 912 25.2 485 6668 24.6
Table 1.5 Summary of Enrolment and Teaching Staff in Schools, Institutes, NFE centres and Day Care Centres, 2009
Sl. Enrolment Teachers

Levels/Types of Schools, Centres & Institutes No.s Sec.s
No. Male Female Total Bht N/Bht Total
A Early Childhood Care (Day Care Centres) 11 195 168 363 37 - 37
B School Education
1 Community Primary Schools 268 1,659 15,753 15,337 31,090 1,278 3 1,281
2 Pvt Community Primary school 1 4 41 23 64 7 0 7
3 Primary Schools 85 819 11802 11763 23,565 924 7 931
4 Pvt. Primary Schools 11 92 796 803 1,599 109 13 122
5 Lower Secondary Schools 89 1,381 23,837 24,316 48,153 1,696 89 1,785
6 Pvt. Lower Secondary Schools 2 30 338 321 659 40 10 50
7 Middle Secondary Schools 45 951 17,241 16,650 33,891 1,096 178 1,274
8 Pvt Middle Secondary School 1 15 198 165 363 22 5 27
86
9 Higher Secondary Schools 27 516 9,783 9,097 18,880 666 246 912
10 Pvt. Higher Secondary Schools 12 312 3,005 2,993 5,998 177 102 279
Sub-Total 541 5,779 82,794 81,468 6,015 653 6,668
C Tertiary Education Insitutes (RUB)
1 College of Natural Resources, Lobesa 1 121 26 147 70 2 72
2 College of Science and Technology, Rinchending 1 213 79 292 66 15 81
3 Institutes of Language and Culture Studies, 1 215 124 339 46 1 47
4 Jigme Namgyel Polytechnic, Dewathang 1 268 77 345 59 2 61
National Institute of Traditional medicine,
5 1 31 9 40 15 - 15
Thimphu
6 Paro College of Education, Paro 1 719 343 1062 82 1 83
7 Royal Institute for Health Sciences, Thimphu 1 131 126 257 41 - 41
8 Royal Institute of Management, Semtokha 1 193 143 336 76 3 79
9 Samtse College of Education, Samtse 1 580 386 966 81 8 89
10 Sherubtse College , Kanglung 1 510 262 772 112 44 156
11 Geddug College of Business Studies 1 315 180 495 52 17 69
Sub-Total 11 3,296 1,755 5,051 700 93 793
D Vocational Institutes 0
1 Vocational Training Institute, Chumey 1 147 91 238 21 - 21
2 Vocational Training Institute, Khuruthang 1 116 50 166 15 - 15
3 Vocational Training Insitute, Shershong,Sarpang 1 79 54 133 11 - 11
4 National Institute for Zorig Chusum, Thimphu 1 216 125 341 29 - 29
5 Institute of Automobile Engineering, Thimphu 1 21 4 25 10 - 10
6 Vocational Training Institute, Rangjung 1 109 48 157 17 - 17
7 Trashiyangtse Institute ofr Zorig Chusum 1 42 15 57 12 - 12
8 Vocational Training Institute, Samthang 1 95 10 105 12 - 12
Sub-Total 8 825 397 1,222 127 0 127
87
E Special Institutes 0
1 National Institute of Disabled 1 30 18 48 13 - 13
2 Jigmecholing Sanskrit Pathshala 1 18 - 18 1 - 1
Sub-Total 2 48 18 66 14 0 14
F Non-Formal Education Programme 688 0 0 0 756 - 756
Total 1,261 5,779 86,963 83,638 170,601 8,900 746 9,646
Table 1.6 NER & GER Primary and the Gender Parity Index per Dzongkhag, 2009
NER GER
B G BG GPI B G BG GPI
Bhutan 91% 93% 91.82% 1.02 115% 116% 116% 1.01
Bumthang 86% 99% 92% 1.15 98% 114% 106% 1.16
Chukha 72% 90% 80% 1.24 92% 110% 100% 1.19
Dagana 99% 97% 98% 0.98 142% 140% 141% 0.99
Gasa 83% 80% 81% 0.96 99% 92% 95% 0.93
Haa 92% 95% 94% 1.03 112% 115% 113% 1.03
Lhuentse 104% 93% 98% 0.89 128% 119% 123% 0.93
Mongar 101% 93% 97% 0.92 124% 112% 118% 0.91

Paro 86% 90% 88% 1.04 106% 112% 109% 1.05
88
Pemagatshel 108% 98% 103% 0.91 132% 123% 127% 0.93
Punakha 86% 100% 91% 1.17 104% 118% 111% 1.14
Samdrupjongkhar 92% 84% 88% 0.91 124% 112% 118% 0.91
Samtse 89% 88% 89% 0.99 124% 115% 119% 0.93
Sarpang 102% 100% 101% 0.98 133% 127% 130% 0.96
Thimphu 86% 94% 90% 1.01 102% 111% 106% 1.09
Trashigang 96% 90% 93% 0.94 119% 110% 114% 0.92
Trashiyangtse 114% 105% 109% 0.92 147% 135% 141% 0.92
Trongsa 99% 93% 96% 0.94 127% 119% 123% 0.94
Tsirang 96% 88% 92% 0.91 134% 121% 127% 0.90
Wangdue 90% 95% 93% 1.06 108% 117% 112% 1.09
Zhemgang 101% 97% 99% 0.97 132% 127% 129% 0.97
Table 1.7 Indicative NER and GER Primary per Dzongkhag, 2008-2009
NER GER
2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009
B B G G BG BG B B G G BG BG
Bhutan 87% 91% 89% 93% 88% 91.82% 112% 115% 112% 116% 106% 116%
Bumthang 89% 86% 96% 99% 92% 92.1% 110% 98% 116% 114% 115% 106%
Chukha 86% 72% 86% 90% 86% 80.0% 111% 92% 104% 110% 99% 100%
Dagana 82% 99% 92% 97% 87% 98.3% 118% 142% 122% 140% 119% 141%
Gasa 90% 83% 63% 80% 76% 81.3% 105% 99% 76% 92% 82% 95%
Haa 85% 92% 95% 95% 90% 93.7% 104% 112% 112% 115% 108% 113%
Lhuentse 89% 104% 88% 93% 89% 98.1% 114% 128% 114% 119% 104% 123%
Mongar 90% 101% 91% 93% 90% 96.6% 108% 124% 110% 112% 103% 118%
89
Paro 96% 86% 97% 90% 97% 87.9% 117% 106% 118% 112% 107% 109%
P/Gatshel 94% 108% 92% 98% 93% 102.7% 120% 132% 120% 123% 118% 127%
Punakha 90% 86% 96% 100% 93% 90.8% 110% 104% 120% 118% 110% 111%
S/jongkhar 85% 92% 80% 84% 82% 87.9% 113% 124% 109% 112% 109% 118%
Samtse 74% 89% 78% 88% 76% 88.5% 103% 124% 103% 115% 96% 119%
Sarpang 83% 102% 85% 100% 84% 101.1% 111% 133% 111% 127% 97% 130%
Thimphu 94% 86% 95% 94% 95% 89.9% 115% 102% 113% 111% 109% 106%
Trashigang 88% 96% 87% 90% 88% 93.0% 109% 119% 107% 110% 104% 114%
Trashiyangtse 98% 114% 98% 105% 98% 109.3% 126% 147% 125% 135% 116% 141%
Trongsa 92% 99% 96% 93% 94% 96.2% 115% 127% 120% 119% 119% 123%
Tsirang 78% 96% 79% 88% 79% 91.5% 115% 134% 113% 121% 105% 127%
Wangdue 87% 90% 91% 95% 89% 92.5% 106% 108% 114% 117% 106% 112%
Zhemgang 91% 101% 95% 97% 93% 98.9% 120% 132% 123% 127% 119% 129%
Table 1.8: Enrolment in Class XI and XII per stream, March 2009
Public Schools Private Schools Total
# % # % # %
Arts 304 9% 888 33% 1192 20%
Class XI
Commerce 1028 31% 1667 61% 2695 45%

Science 1939 59% 164 6% 2103 35%
Sub-total 3271 100% 2719 100% 5990 100%
Arts 311 11% 961 33% 1272 22%
Class XII
Commerce 895 31% 1669 57% 2564 44%

Science 1707 59% 282 10% 1989 34%
Sub-total 2913 100% 2912 100% 5825 100%
Table 1.9 Enrolment in public and private higher secondary schools since 2002
Public Private Total Annual growth
Year
Boys Girls Total Boys Girls Total Boys Girls Total %age
2009 3665 2519 6184 2797 2834 5631 6462 5353 11815 1658 16.3%
2008 3326 2181 5507 2277 2373 4650 5603 4554 10157 1341 15.2%
2007 3142 2023 5165 1845 1806 3651 4987 3829 8816 714 8.8%
2006 3069 1695 4764 1665 1673 3338 4734 3368 8102 418 5.4%
2005 2900 1432 4332 1698 1654 3352 4598 3086 7684 993 14.8%
2004 2546 1213 3759 1514 1418 2932 4060 2631 6691 887 15.3%
2003 2261 1092 3353 1255 1196 2451 3516 2288 5804 1327 29.6%
2002 1795 844 2639 982 856 1838 2777 1700 4477 1673 59.7%
Table 2.0 Class X results, 1997-2008

Year 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
No. of students
1,476 1,796 2,389 3,159 4,596 4,791 5,298 6,057 6,392 6,893 7,924 7,982
appeared
No. of students
1,285 1,379 2,114 2,519 4,215 4,411 5,110 5,822 5,945 6,338 7,573 7,526
passed
No. of students
191 417 275 640 381 380 188 235 447 555 351 456
failed
Pass % 87% 77% 89% 80% 92% 92% 97% 96% 93% 92% 96% 94%
*Regular Candidates
90
Table 2.1 Class XII results 1997-2008

Year 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
No. of students
252 444 469 529 1206 1703 2997 3170 3871 3969 5027 5510
appeared
No. of students
250 372 443 469 1115 1582 2688 2904 3494 3737 4263 4768
passed
No. of students
2 72 26 60 91 121 309 266 377 232 764 533
failed
Pass % 99% 84% 95% 89% 93% 93% 90% 92% 90% 94% 85% 87%
*Regular Candidates
Table 2.2 Enrolments, Repetition Rate & Dropout Rate (PP-X) 2002-2009
2002 2003 2004 2005 2006 2007 2008 2009
Enrolment 118,355 122,857 128,771 133,288 138,422 143,378 146,955 152,447
Promotees 92,883 98,218 105,384 113,948 118,262 134,545 127,606 132,777
Repeaters 14,767 13,604 12,206 9,266 8,743 8,833 8,833 9,343
Rep. Rate 12.9% 11.5% 9.9% 7.2% 6.6% 6.4% 6.0% 6.1%
Dropouts 6,421 6,533 5,267 5,557 4,055 4,989 4,064 2,901
Dropout Rate 5.4% 5.3% 4.1% 4.2% 3.0% 3.6% 2.8% 1.9%
Table 2.3 Drop-out rate and numbers 2002-2009

2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009
Ave %
Total
Class Dropouts Dropouts Dropouts Dropouts Dropouts Dropouts Dropouts
#` % #` % #` % #` % #` % #` % #` %
PP -62 -0% 44 0% 33 0% -5 0% 21 0% 216 1% -67 -0% -36 0%
I 381 3% 275 2% 168 1% 302 2% 127 1% 310 2% 192 1% 1445 2%
II 526 4% 267 2% 355 2% 481 3% 389 2% 361 2% 211 1% 2229 2%
III 420 3% 314 2% 234 2% 223 2% 118 1% 239 2% 146 1% 1455 2%
IV 754 6% 492 4% 584 4% 611 4% 600 4% 530 4% 444 3% 3485 4%
V 554 5% 566 5% 49 4% 570 5% 479 4% 457 3% 477 4% 2695 4%
VI 423 5% 532 5% 154 2% 366 3% 242 2% 178 2% 227 2% 1944 3%
VII 789 9% 822 9% 565 6% 766 7% 581 5% 673 6% 524 4% 4047 7%
VIII 470 7% 164 2% 169 2% 343 4% 237 3% 409 4% 273 3% 1656 3%
IX 518 8% 169 2% 507 7% 388 5% 257 3% 691 8% 474 5% 2313 5%
After class X school leaver continue in class XI or in vocational training or join the labor market
91
Table 2.4 Repetition rate and numbers 2003-2009

2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009
Ave %
Class Repeaters Repeaters Repeaters Repeaters Repeaters Repeaters Repeaters
# % # % # % # % # % # % # %
PP 1,993 13% 1,761 11% 1,507 9% 1,257 8% 1131 7% 1,192 7% 1,055 6.4% 8.8%
I 1,896 13% 1,739 11% 1,359 9% 1,280 8% 1173 8% 1,113 7% 1,043 6.5% 8.7%
II 1,762 12% 1,526 11% 1,235 8% 1,236 8% 1299 8% 1,100 7% 1,240 7.5% 8.8%
III 1,378 11% 1,223 9% 924 7% 856 6% 961 7% 920 6% 944 6.3% 7.3%
IV 1,790 14% 1,726 13% 1,265 9% 1,255 9% 1208 8% 1,285 9% 1,416 9.1% 10.3%
V 1,223 12% 1,035 9% 679 6% 734 6% 665 5% 731 5% 887 6.4% 7.1%
VI 1,096 12% 805 8% 465 4% 389 4% 464 4% 442 4% 599 4.7% 5.7%
VII 1,189 13% 1,100 12% 828 8% 917 9% 873 8% 1,010 9% 972 7.9% 9.5%
VIII 304 4% 344 5% 318 4% 275 3% 457 5% 715 7% 615 5.6% 4.8%
IX 886 13% 867 12% 636 8% 516 7% 542 6% 606 7% 520 5.4% 8.4%
X 87 2% 80 2% 50 1% 28 0% 72 0% 90 1% 52 0.7% 0.9%
Table 2.5 Primary and Basic education completion rates, 2006-2009

New Entrants Correct Age Completion rate
VI X 12 16 Primary Basic
2009 12,451 8,705 13,798 14,274 90.2% 61.0%
2008 12,246 7,870 14,127 14,577 86.7% 54.0%
2007 11,474 7,619 15,131 15,404 75.8% 49.5%
2006 11,331 6,828 14,789 16,039 76.6% 42.6%
92
Table 2.6 Measures of Internal Efficiency 2008 (Both Sexes)
Both Sexes
PP 1 2 3 4 5 6 7 8 9 10 Graduates
Promotion rate 94.0% 92.3% 91.2% 92.7% 88.0% 90.1% 93.5% 87.9% 91.9% 89.8% 92.2%
Repetition rate 6.4% 6.5% 7.5% 6.3% 9.1% 6.4% 4.7% 7.9% 5.6% 5.4% 0.7%
Dropout rate -0.4% 1.2% 1.3% 1.0% 2.9% 3.5% 1.8% 4.3% 2.5% 4.9% 7.2%
Adjusted promotion rate 93.6% 92.3% 91.2% 92.7% 88.0% 90.1% 93.5% 87.9% 91.9% 89.8% 92.2%
Survivors to the Grade 1000.0 1000.0 987.2 973.6 963.5 933.2 898.7 881.9 841.2 818.9 776.6 720.6
Average study time at Grade 1.1 1.1 1.1 1.1 1.1 1.1 1.1 1.1 1.1 1.1 1.0 11.7
Pupil-years invested per Graduate 14.9
Coefficient of Internal Efficiency 73.8%
Boys
PP 1 2 3 4 5 6 7 8 9 10 Graduates
Promotion rate 93.0% 91.3% 89.5% 90.9% 85.6% 87.7% 92.7% 87.3% 93.6% 91.6% 95.0%
Repetition rate 6.8% 7.2% 8.5% 7.0% 10.9% 7.0% 5.2% 7.8% 5.4% 5.1% 0.8%
93
Dropout rate 0.2% 1.5% 2.0% 2.0% 3.5% 5.3% 2.1% 4.9% 1.0% 3.3% 4.2%
Girls
PP 1 2 3 4 5 6 7 8 9 10 Graduates
Promotion rate 95.0% 93.4% 93.1% 94.6% 90.4% 92.5% 94.3% 88.4% 90.2% 87.9% 89.3%
Repetition rate 6.0% 5.7% 6.4% 5.5% 7.4% 5.8% 4.2% 8.0% 5.8% 5.6% 0.5%
Dropout rate -1.1% 0.9% 0.5% -0.1% 2.2% 1.7% 1.5% 3.6% 4.0% 6.5% 10.2%
Table 2.7 Proportion of Non-Bhutanese teachers 1997-2009

1997 2002 2007 2008 2009
Bht N/Bt Tot. Bht N/Bt Tot. Bht N/Bt Tot. Bht N/Bt Tot. Bht N/Bt Tot.
CPS 246 3 249 527 2 529 889 3 892 998 2 1,000 1278 3 1281
PS 110 212 322 724 31 755 745 6 751 792 7 799 924 7 931
LSS 368 105 473 948 205 1,153 1,501 103 1,604 1,537 90 1,627 1696 89 1785
M & HSS 208 108 316 657 359 1,016 1,365 411 1,776 1,492 439 1,931 1762 424 2186
Pvt. S 66 5 71 144 71 215 257 91 348 279 109 388 355 130 485
NID 8 8 7 1 8 11 1 12 13 0 13 13 0 13
Total 1,006 433 1,439 3,007 669 3,676 4,757 614 5,371 5,111 647 5,758 6028 653 6681
% 70% 30% 82% 18% 89% 11% 89% 11% 90% 10%
Table 2.8 Teacher graduates from pre-service training 2002-2008

2002 2003 2004 2005 2006 2007 2008 Total
PGCE 49 48 46 48 62 43 106 402
B.Ed 101 136 177 371 429 377 375 1966
PTC* 150 170 0 0 0 0 0 320
ZTC* 37 32 37 0 0 0 0 106
337 386 260 419 491 420 481 2794
These programmes have been phased out. PTC had its last graduates in 2003, ZTC in 2004
Table 2.9 Enrolment in the Colleges of Education 2003-2009

CoE, Samtse COE, Paro Grand Total
Year %F
M F Total M F Total M F Total
2003 224 120 344 337 319 656 561 439 1,000 44%
2004 327 162 489 355 282 637 682 444 1,126 39%
2005 321 166 487 462 317 779 783 483 1,266 38%
2006 320 163 483 419 325 744 739 488 1,227 40%
2007 359 187 546 428 275 703 787 462 1,249 37%
2008 352 188 540 430 294 724 782 482 1,264 38%
2009 580 386 966 719 343 1,062 1,299 729 2,028 36%
Diff. Between 356 266 196 382 24 68 738 290 1,028
39%
2009 & 2003 159% 222% 57% 113% 8% 10% 132% 66% 103%
94
Table 3.0 Number of teachers who have upgraded their qualifications

Year ISC ILCS ICSE Total Remarks
2009 110 40 0 150 Enrolled for examination
2007 203 40 1 244 Appeared for examination
2006 267 36 303 Enrolled for examination
Table 3.1 Teachers’ academic qualification by nationality & type of school,

March 2009
Academic
Bht
% Bht
Non-Bht
% Non-Bht
All
Non-Bht
Non-Bht
Qualifi-
Bht
Bht
All
All
cation
Masters Degree 141 253 394 21 84 105 162 33% 337 68% 499
Bachelors
2,881 258 3,139 144 36 180 3,025 91% 294 9% 3,319
Degree
Higher
Secondary/ 1,637 10 1,647 106 9 115 1,743 99% 19 1% 1,762
Matriculation
Under
13 0 13 1 0 1 14 100% 0 0% 14
Matriculation
ZLTS 979 0 979 77 0 77 1,056 100% 0 0% 1,056
Total 5,651 521 6,172 349 129 478 6,000 90% 650 10% 6,650
*Dance teachers not included
95
Table 3.2 Teacher-Pupil ratio per Dzongkhag per type of school March 2009
CPS PS LSS MSS HSS Ave Pvt Pvt. Pvt. Pvt Pvt. Total
Bhutan 23 25 27 27 21 25 9 11 13 13 22 25
Bumthang 18 32 27 25 17 24 22 22
Chukha 30 25 29 26 23 27 11 25 26
Dagana 0 19 31 35 21 21 31
Gasa 19 14 18 17 17
Haa 17 19 23 20 20 21
Lhuentse 18 24 23 21 22 22 22
Mongar 26 29 27 24 21 25 9 25
Paro 15 25 25 21 24 22 9 20 23
Pemagatshel 19 22 28 24 28 24 24
Punakha 20 24 25 25 16 22 23 23
Samdrupjongkhar 33 33 36 28 32 15 31
Samtse 34 33 28 36 23 31 34
Sarpang 22 35 30 16 26 10 23 29
Thimphu 19 25 24 22 21 22 9 13 14 13 23 22
Trashigang 20 27 25 23 22 23 23
Trashiyangtse 20 18 29 27 19 23 23
Trongsa 17 18 17 21 20 19 18
Tsirang 31 32 32 31 19 29 29
Wangdue 23 25 30 20 15 23 23
Zhemgang 23 24 25 22 28 24 20 25
96
Table 3.3: Teacher Pupil ratio in Schools per Dzongkhag per type of school 2007-2009
CPS PS LSS MSS HSS Public
2007 2008 2009 2007 2008 2009 2007 2008 2009 2007 2008 2009 2007 2008 2009 2007 2008 2009
Bhutan 32 30 23 31 29 25 30 30 27 27 27 27 22 21 21 29 28 25
Bumthang 25 22 18 26 25 27 23 27 25 21 20 17 24 24 24
Chukha 32 30 30 28 30 25 33 34 29 30 25 26 23 22 23 30 28 27
Dagana 54 49 0 33 50 19 43 42 31 23 26 35 40 39 21
Gasa 21 19 19 9 14 12 16 18 18 15 15 17
Haa 24 21 17 26 21 19 24 23 23 23 23 20 24 22 20
Lhuentse 31 27 18 32 34 24 26 24 23 23 27 21 20 21 22 28 27 22
Mongar 31 32 26 37 37 29 31 33 27 27 27 24 23 22 21 29 30 25
Paro 26 22 15 29 25 25 26 26 25 23 21 21 22 22 24 25 23 22
97
Pemagatshel 27 27 19 22 23 22 30 33 28 30 28 24 26 26 28 28 29 24
Punakha 22 20 20 28 25 24 25 26 25 29 24 25 21 17 16 25 22 22
Samdrupjongkhar 46 42 33 52 40 33 41 41 36 26 28 28 37 37 32
Samtse 55 47 34 56 42 33 38 30 28 38 41 36 19 17 23 40 37 31
Sarpang 42 36 22 33 42 39 35 28 37 30 20 21 16 36 33 26
Thimphu 28 19 19 30 27 25 28 26 24 24 21 22 22 21 21 26 23 22
Trashigang 27 24 20 30 26 27 28 28 25 23 27 23 24 24 22 27 26 23
Trashiyangtse 33 30 20 27 26 18 31 34 29 24 25 27 22 22 19 29 28 23
Trongsa 26 24 17 24 24 18 23 21 17 18 23 21 19 23 20 23 23 19
Tsirang 49 44 31 43 40 32 33 33 32 36 37 31 26 21 19 35 33 29
Wangdue 30 26 23 32 27 25 30 31 30 21 23 20 15 17 15 27 26 23
Zhemgang 62 28 23 27 26 24 34 30 25 23 22 22 28 28 28 36 27 24
Table 3.4 Teacher-pupil ratio per school, divided by ratio 2009

Level CPS PS LSS MSS HSS ECR
Total
Ratio Public Private Public Private Public Private Public Private Public Private Public
greater
1 1 1 3
than 80
50-80 8 2 2 1 13
32-50 54 15 17 5 5 96
20-32 96 41 1 63 35 17 8 10 271
0-20 109 1 28 9 7 2 4 1 10 3 8 182
268 1 86 10 89 2 45 1 28 11 24 565
Table 3.5 Teacher-Pupil ratio 1999-2009

Level 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
Community Pri-
50 47 43 40 38 35 34 28 32 30 23
mary
Primary 43 44 42 38 37 35 34 33 31 29 25
Lower Secondary 41 39 40 36 34 33 33 31 30 30 27
Middle & Higher
27 28 28 27 26 27 27 27 25 24 24
Secondary
Private 22 23 19 18 20 18 19 16 18 17 15
Table 3.6 Classroom student ratio by Dzongkhag

Class:student ratio
less than 20 20-40 More than 40
Chukhaa 14 19 7
Dagana 4 20 2
Gasa 4 1 0
Haa 3 7 1
Lhuentse 13 12 2
Mongar 27 19 3
Paro 5 14 2
P/Gatshel 22 12 3
Punakha 9 11 1
s/jongkhar 6 15 6
Samtse 9 11 9
Sarpang 3 14 5
Thimphu 12 24 5
Trashigang 36 25 4
T/Yangtse 15 12 3
Trongsa 15 9 0
tsirang 2 12 0
Wangdue 9 17 1
Zhemgang 20 11 1
239 272 56
98
Table 3.7 Class Size per school type per Dzongkhag 2008 and 2009
CPS PS LSS MSS HSS Pvt CPS Pvt PS Pvt LSS Pvt MSS Pvt HSS Total
Dzongkhag
2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009
Bhutan 19 0 30 29 35 35 37 36 36 36 16 19 17 22 22 24 36 34 30 29
Bumthang 17 15 46 31 30 32 31 31 32 32 34 24 24
Chukha 21 21 31 28 40 39 38 31 42 39 25 21 38 35 34 36
Dagana 35 34 32 19 44 37 36 41 38 37 36
Gasa 11 11 16 16 25 28 17 18
Haa 16 15 23 23 31 31 33 31 28 27
Lhuentse 13 12 25 25 28 27 33 33 31 38 21 22
Mongar 16 15 22 22 33 33 34 34 38 39 22 24 24
Paro 13 12 31 34 36 32 35 34 38 39 19 10 44 33 34 32
99
Pemagatsel 16 13 16 18 36 32 35 35 39 38 25 22
Punakha 18 18 33 29 32 31 38 36 38 37 33 35 31 30
S/Jonkhar 23 22 40 42 36 35 39 38 15 17 34 33
Samtse 38 36 37 33 45 39 46 42 29 35 42 39
Sarpang 35 32 43 43 39 40 35 34 27 10 27 33 38 37
Thimphu 21 21 37 37 38 39 33 33 36 38 16 19 18 22 23 24 37 37 33 33
T/gang 16 15 25 25 33 31 37 33 39 38 25 24
T/yangtse 16 14 18 16 26 32 33 32 37 36 22 22
Tongsa 14 13 26 22 15 23 30 27 33 31 19 19
Tsirang 37 37 46 37 45 43 39 37 31 32 40 39
Wangdue 19 19 33 31 40 15 35 30 32 32 30 28
Zhemgang 16 15 19 21 35 30 34 36 40 34 30 25 23
Table 3.8 NFE- centers, teachers, and learners (BLC, PLC) per Dzongkhag
Instructors BLC learner PLC Learners BLC+PLC
Dzongkhag Centres
M F MF M F MF M F MF M F MF
Bhutan 688 315 441 756 2,882 6,439 9,321 1,117 2,722 3,839 3,999 9,161 13,160
Bumthang 18 8 14 22 0 65 65 8 121 129 8 186 194
Chukha 36 24 19 43 193 492 685 16 177 193 209 669 878
Dagana 84 23 35 58 344 407 751 218 307 525 562 714 1,276
Gasa 2 1 1 2 9 10 19 12 11 23 21 21 42
Haa 11 2 14 16 49 87 136 18 46 64 67 133 200
Lhuentse 37 18 19 37 75 225 300 139 355 494 214 580 794
Mongar 61 32 38 70 239 537 776 78 165 243 317 702 1,019
Paro 15 6 9 15 43 236 279 11 23 34 54 259 313
Pemagatshel 37 21 23 44 76 442 518 35 163 198 111 605 716
Punakha 24 9 16 25 38 59 97 36 158 194 74 217 291

S/Jongkhar 30 21 17 38 115 294 409 41 105 146 156 399 555
100
Samtse 61 30 45 75 753 861 1,614 106 161 267 859 1,022 1,881
Sarpang 37 14 27 41 164 392 556 126 260 386 290 652 942
Thimphu 38 23 42 65 32 503 535 9 124 133 41 627 668
T/Gang 66 22 46 68 337 801 1,138 94 198 292 431 999 1,430
T/Yangtse 17 10 13 23 46 139 185 35 73 108 81 212 293
Trongsa 22 5 15 20 52 124 176 53 73 126 105 197 302
Tsirang 39 16 15 31 123 257 380 40 34 74 163 291 454
Wangdue 35 17 24 41 95 292 387 39 142 181 134 434 568
Zhemgang 18 13 9 22 99 216 315 3 26 29 102 242 344
Table 3.9 Remarks on water supply by status of schools, March 2009

scarc- poor Share no tempo- no re- needs to dries up insuf- Newly need No in-
insuf- spring suffi- No com- under
Status city of quality with water rary server be reno- during ficient con- to be forma-
ficient source cient ments process
source connec- public supply connec- tank vated winter budget structed re- tion
Day 52 13 16 25 2 20 4 201 15 16 4 8 7 1 2 1 27
Boarder 31 6 3 6 1 4 1 59 3 4 0 0 3 1 0 1 0
Table 4.0: Electricity, Landline and Internet per Dzongkhag, March 2009
Electricity Working Landline Phone Working Internet Connection
Dzongkhag
No informa-
Yes % Yes No Information Yes Yes % Yes Yes % No information
tion
Bumthang 8 50% 3 12 71% 2 3 19% 3
Chukhaa 29 76% 1 26 68% 1 13 34% 1
Dagana 7 30% 14 61% 3 13%
Gasa 3 75% 2 67% 1 1 33% 1
Haa 8 89% 1 6 67% 1 5 56% 1
Lhuentse 13 50% 1 13 50% 1 1 4% 1
Mongar 25 53% 3 30 63% 2 12 25% 2
Paro 21 100% 1 17 81% 1 12 57% 1
P/Gatshel 18 60% 1 22 76% 2 7 24% 2
101
Punakha 20 95% 15 75% 1 8 40% 1
s/jongkhar 14 58% 2 16 67% 2 6 25% 2
Samtse 12 63% 16 84% 4 21%
Sarpang 15 83% 3 18 95% 2 6 35% 4
Thimphu 35 95% 3 34 92% 3 24 65% 3
Trashigang 48 80% 3 48 79% 2 15 25% 4
T/Yangtse 21 70% 21 70% 7 23%
Trongsa 6 29% 3 18 86% 3 3 14% 3
tsirang 4 31% 9 69% 2 15%
Wangdue 15 58% 1 20 77% 1 5 19% 1
Zhemgang 7 24% 3 20 71% 4 3 11% 4
Total 329 64% 29 377 73% 29 140 28% 34
Table 4.1: Distance of school from the nearest road head by Dzongkhag
Distance from the nearest road head
Ownership Total
less than 20 mins <1 hr <2hr <4hr <one day <two days <three days >three days
Bumthang 12 0 2 0 0 0 1 3 18
Chukhaa 17 3 3 0 1 4 3 8 39
Dagana 10 0 1 1 4 5 0 5 26
Gasa 1 0 0 0 0 1 1 2 5
Haa 6 1 0 0 0 0 0 4 11
Lhuentse 12 2 2 1 6 2 0 2 27
Mongar 15 2 0 7 3 6 3 13 49
Paro 14 1 0 0 1 0 0 2 18
P/Gatshel 8 1 1 2 6 6 5 8 37
Punakha 13 2 0 1 0 0 0 4 20
Public
s/jongkhar 11 0 1 0 4 4 0 7 27
Samtse 11 0 0 3 2 2 2 10 30
Sarpang 12 0 0 0 2 2 1 3 20
102
Thimphu 24 1 0 0 0 0 0 3 28
Trashigang 28 4 2 10 5 6 2 9 66
T/Yangtse 11 0 1 7 2 7 0 2 30
Trongsa 12 1 1 1 2 4 0 3 24
tsirang 6 2 1 1 1 2 0 1 14
Wangdue 12 2 0 2 4 2 0 7 29
Zhemgang 7 0 2 1 1 2 9 9 31
Bumthang 0 0 1 1
Chukhaa 1 0 0 1
Mongar 1 0 0 1
Paro 2 2 0 4
Punakha 1 0 0 1
Private
s/jongkhar 1 0 0 1
Sarpang 2 0 0 2
Thimphu 12 0 0 13
Zhemgang 0 1 0 1
Table 4.2: Distance of school from the nearest road head by Class
Distance from the nearest road head
Class less
<one <two <three >three Total
size than <1 hr <2hr <4hr
day days days days
20
less
54 12 5 23 19 32 16 61 222
than 20
Public
20-40 146 9 10 13 20 19 9 37 263

40-60 37 1 2 0 5 1 0 5 51
60-120 1 0 0 0 0 2 1 1 5
238 22 17 36 44 54 26 104 541
Private
less
14 1 1 16
than 20
20-40 6 2 1 9
Table 4.3 Division of number of 6-16 years old not in PP-X, 2009
Chukha 24% Lhuentse 2%
Thimphu 17% Haa 2%
Samtse 12% Trongsa 2%
Trashigang 8% Zhemgang 1%
Mongar 6% Sarpang 1%
Wangdue 6% Tsirang 1%
Samdrupjongkhar 6% Gasa 1%
Paro 5% Dagana 1%
Punakha 4% Trashiyangtse -0%
Bumthang 3% Pema Gatshel 0%
103
Table 4.4 NER & GER basic and the Gender Parity Index per Dzongkhag, 2009
NER GER
B G BG GPI B G BG GPI
Bhutan 86% 90% 88.36% 1.05 99% 102% 100% 1.02
Bumthang 83% 95% 89% 1.15 91% 107% 99% 1.17
Chukha 69% 86% 77% 1.24 79% 96% 87% 1.21
Dagana 96% 96% 96% 1.00 112% 108% 110% 0.96
Gasa 72% 75% 74% 1.04 85% 87% 86% 1.02
Haa 86% 94% 90% 1.09 99% 111% 104% 1.12
Lhuentse 95% 90% 92% 0.95 110% 100% 105% 0.91
Mongar 92% 84% 88% 0.92 107% 95% 101% 0.89
Paro 83% 94% 89% 1.13 96% 106% 101% 1.11
Pemagatshel 104% 95% 99% 0.91 123% 109% 116% 0.88
Punakha 80% 100% 88% 1.25 92% 110% 101% 1.20
Samdrupjongkhar 92% 85% 88% 0.92 110% 97% 103% 0.88
Samtse 87% 84% 86% 0.96 98% 91% 95% 0.93
Sarpang 98% 97% 98% 0.99 114% 110% 112% 0.96
Thimphu 80% 92% 86% 1.16 89% 101% 95% 1.14
Trashigang 91% 85% 88% 0.94 105% 98% 102% 0.93
Trashiyangtse 106% 98% 102% 0.93 122% 114% 118% 0.93
Trongsa 93% 90% 91% 0.97 109% 106% 108% 0.97
Tsirang 96% 92% 94% 0.96 113% 104% 108% 0.92
Wangdue 80% 91% 86% 1.14 89% 100% 95% 1.12
Zhemgang 99% 97% 98% 0.98 120% 112% 116% 0.94
Table 4.5 Class X detailed results 2008-2009

% Number
Graduates continuing Class XI 76% 5,923
Graduates not continuing Class XI 20% 1,603
Repeaters 1% 53
School-leavers without certificate 3% 264
Total 7,843
104
ANNEXURE
105
Annexure
Annex 1. New and Upgraded schools in Bhutan in 2009
Schools established in 2009

SL.No Dzongkhag School/location Level Remarks
1 Tashilakha CPS Dayschool
1 Chukha
2 Pachu* CPS Dayschool
3 Karmaling CPS Dayschool
2 Dagana
4 Gumla CPS Dayschool
3 Lhuentse 5 Chagzam CPS Dayschool
7 Panabari* CPS Dayschool
4 Samtse
8 Phuensum CPS Dayschool
9 Lharing*- CPS Dayschool
10 Pangkhey* CPS Dayschool
5 Sarpang
11 Maugaon** CPS Dayschool
12 Gong** CPS Dayschool
14 Dungtse MSS Boarding
6 Trashigang
15 Bartsham MSS Boarding
7 Trongsa 16 Samcholing LSS Dayschool
17 Phuentenchu* CPS Dayschool
8 Tsirang
18 Tsholingkhar CPS Dayschool
9 Zhemgang 19 Sonamthang MSS Boarding
Private Schools
1 Mongar 6 Sherub Reldri HSS Boarding
2 Thimphu 13 Yum Thuje Charity School CPS Dayschool
Schools Upgraded in 2009

Sl. No Dzongkhag School/location From To
1 Chukha 1 Gedu MSS HSS
2 Daga MSS HSS
3 Dagapela LSS MSS
2 Dagana
4 Daga PS LSS
5 Namchalla CPS LSS
6 Gaselo MSS HSS
3 Wangdue
7 Tshangkha CPS LSS
Private Schools
1 Yoezerling PS HSS
1 Paro
2 Tenzin PS HSS
2 Thimphu 3 Druk LSS MSS
106
Annexure
Extended Classroom established in 2009

SL.No Dzongkhag Name Level Parent School
1 Chukha 1 Agaon ECR Tashilakha CPS

2 Bichgoan ECR Lhamoizingkha LSS
2 Dagana 3 Devitar ECR Lhamoizingkha LSS
4 Pangserpo ECR Pangna CPS
3 Gasa 5 Lungo ECR Laya CPS
4 Haa 6 Sektena ECR Jyenkhana PS
7 Yoomzore ECR Chonshing CPS
8 Kheri ECR Khenzore CPS
9 Pangthang ECR Yelchen CPS
5 Pema Gatshel
10 Ngangshing(Mann) ECR Resinang CPS
11 ECR Gonpasingma LSS
12 Gashari ECR Norbugang CPS
13 Philuma ECR Orong LSS
6 Samdrup Jongkhar
14 Nainatal ECR Pemathang LSS
15 Dzongsar ECR Tendu MSS
16 Dumshidara ECR Gomtu MSS
17 Malbasey ECR Samtse LSS
18 Nangladang ECR Chengmari PS
19 Jaringay ECR Mindruling CPS
20 Baseni ECR Denchhukha PS
7 Samtse
21 Pungta ECR Denchhukha PS
22 Kirney ECR Chengmari PS
23 Lamitar ECR Ghunauney MSS
24 Sanglung ECR Sengdhyen PS
25 Garigaon ECR Taba Dramtoe CPS
26 Tading ECR Taba Dramtoe CPS
8 Sarpang 27 Kharpaney ECR Lharing CPS
9 Thimphu 28 Soe ECR Lingzhi CPS
29 Durung ECR Gongthung CPS
10 Trashigang 30 Muktangkhar ECR Bartsham PS
31 Kheri ECR Wamrong LSS
11 Tsirang 32 Nimazor ECR Mendrelgang MSS
33 Matalungchu ECR Wangdi LSS
12 Wangdue
34 Gogona ECR Phobjikha PS
107
Annexure
Annex 2. Comparative enrolment
Comparative Enrolment in Different Levels of Schools 08-09
Private Schools Com. Primary Schools Primary Schools

Class
2008 2009 +or- %* 2008 2009 +or- %* 2008 2009 +or- %*
PP 946 1,020 74 7.8% 5,111 5,734 623 12.2% 3,339 3,452 113 3.4%
I 488 457 (31) -6.4% 5,130 5,186 56 1.1% 3,366 3,531 165 4.9%
II 399 393 (6) -1.5% 5,152 5,002 (150) -2.9% 3,498 3,518 20 0.6%
III 286 324 38 13.3% 4,180 4,837 657 15.7% 3,279 3,404 125 3.8%
IV 205 261 56 27.3% 4,035 4,028 (7) -0.2% 3,438 3,433 (5) -0.1%
V 171 174 3 1.8% 3,323 3,482 159 4.8% 3,163 3,261 98 3.1%
VI 155 157 2 1.3% 2,771 2,821 50 1.8% 2,730 2,966 236 8.6%
Sub-Total 2,650 2,786 136 5.1% 29,702 31,090 1,388 4.7% 22,813 23,565 752 3.3%
VII 52 101 49 94.2%
VIII 29 61 32
Sub-Total 81 162 81
IX 19 46 27 142.1%
X 29 58 29 100.0%
Sub-Total 48 104 56 116.7% - 0 0 - 0 0 0
XI 2,541 2,719 178 7.0%
XII 2,109 2,912 803 38.1%
Sub-Total 4,650 5,631 981 21.1% - 0 0 - 0 0 0
Total 7,429 8,683 1,254 16.9% 29,702 31,090 1,388 4.7% 22,813 23,565 752 0
108
Annexure
Lower & Middle Sec. Schools Higher Secondary Schools Total
2008 2009 +or- %* 2008 2009 +or- %* 2008 2009 +or- %*
7,019 6,902 (117) -1.7% 197 16,415 17108 693 4.2%
7,115 7,142 27 0.4% 173 16,099 16,316 217 1.3%
7,497 7,008 (489) -6.5% 181 16,546 15,921 (625) -3.8%
7,249 7,335 86 1.2% 135 14,994 15,900 906 6.0%
7,789 7,472 (317) -4.1% 128 15,467 15,194 (273) -1.8%
7,136 7,445 309 4.3% 177 13,793 14,362 569 4.1%
7,029 6,955 (74) -1.1% 151 12,685 12,899 214 1.7%
50,834 50,259 (575) -1.1% - 1,142 0 0 105,999 107,700 1,701 1.6%
11,669 12,042 373 3.2% 584 707 123 21.1% 12,305 12,850 545 4.4%
9,843 10,288 445 4.5% 1,047 1,098 51 4.9% 10,919 11,447 528 4.8%
21,512 22,330 818 3.8% 1,631 1,805 174 10.7% 23,224 24,297 1,073 4.6%
5,125 5,389 264 5.2% 4,612 5,116 504 10.9% 9,756 10,551 795 8.1%
3,527 4,066 539 15.3% 4,405 4,633 228 5.2% 7,961 8,757 796 10.0%
8,652 9,455 803 9.3% 9,017 9,749 732 8.1% 17,717 19,308 1,591 9.0%
2,885 3,271 386 13.4% 5,426 5,990 564 10.4%
2,622 2,913 291 11.1% 4,731 5,825 1,094 23.1%
- 0 5,507 6,184 677 12.3% 10,157 11,815 1,658 16.3%
80,998 82,044 1,046 1.3% 16,155 18,880 1,583 9.8% 157,112 164,262 6,023 3.8%
109
Annex 3. Comparative dripouts and repeaters
Details on dropouts and repeaters by gender by class 2008-2009

Enrolment Repeaters Percentage
Annexure
Dropouts
Promotees Imputed
imputed
Class 2008 2009 2009 Promotees Repeaters Dropouts
Male Female Male Female Male Female Male Fe- Male Fe- Male Female Male Female Male Female
PP 8,260 8,174 8,706 8,599 561 494 7,679 7,767 20 -87 93.0% 95.0% 6.8% 6.0% 0.2% -1.1%
I 8,217 7,880 8.270 8,219 591 452 7,501 7,361 125 67 91.3% 92.4% 7.2% 5.7% 1.5% 0.9%
II 8,578 7,964 8,232 7,870 731 509 7,676 7,415 171 40 89.5% 93.1% 8.5% 6.4% 2.0% 0.5%
III 7,710 7,286 8,219 7,816 543 401 7,012 6,894 155 -9 90.9% 94.6% 7.0% 5.5% 2.0% -0.1%
IV 7,707 7,805 7,851 7,471 839 577 6,597 7,055 271 173 85.6% 90.4% 10.9% 7.4% 3.5% 2.2v
110
V 6,864 6,951 7,079 7,460 482 405 6,012 6,430 361 116 87.7% 92.5% 7.0% 5.8% 5.3% 1.7%
VI 6,235 6,469 6,348 6,702 327 272 5,777 6,101 131 96 92.7% 94.3% 5.2% 4.2% 2.1% 1.5%
Sub-Total 53,571 52,529 54,705 54,137 4,074 3,110 48,263 49,023 1,234 396 90.1% 93.3% 7.6% 5.9% 2.3% 0.8%
VII 6,031 6,297 6.247 6,603 470 502 5,266 5.566 295 229 87.3% 88.4% 7.8% 8.0% 4.9% 3.6%
VIII 5,425 5,494 5,561 5,886 295 320 5,076 4,955 54 219 93.6% 90.2% 5.4% 5.8% 1.0% 4.0%
Sub-Total 11,456 11,791 11,808 12,489 765 822 10,342 10,521 349 448 90.3% 89.2% 6.7% 7.0% 3.0% 3.8%
IX 4,871 4,828 5,324 5,227 248 272 4,463 4,242 160 314 91.6% 87.9% 5.1% 5.6% 3.3% 6.5%
X 4,026 3,883 4,495 4,262 32 20 3,233 2,704 761 1,159 80.3% 69.6% 0.8% 0.5% 18.9% 29.8%
Sub-Total 8,897 8,711 9,819 9,489 280 292 7,696 6,946 921 1,473 86.5% 79.7% 3.1% 3.4% 10.4% 16.9%
Total 146,955 146,955 146,955 76,115 5,119 4,224 66,301 66,490 2,504 2,317 45.1% 45.2% 3.5% 2.9% 1.7% 1.6%
*The students who leave after Class X are Graduates and school leavers and not drop-outs
Annexure
Annex 4. Organization of the MoE Headquarters
The National Assembly elects the Minister for a term of 5 years. The Minister is supported by the
Ministry Secretariat, which is headed by a Secretary. The Secretariat is organized into the Policy and
Planning Division (PPD), which also includes the IT-unit, the Administrative and Finance Division
(AFD) and Human Resource Division (HRD). The Bhutan Board of Examinations (BBE) and the
National Commission for UNESCO are also a part of the Secretariat, and are directly accountable
to the Secretary. The Internal Audit Unit (IA) headed by a Chief Internal Auditor reports directly to
the Minister.
There are three Departments under the Ministry of Education; the Department of School Education
(DSE), the Department of Adult and Higher Education (DAHE) and the Department of Youth and
Sports (DYS). Each Department is headed by a Director, who is responsible for the implementation
of the plans and policies of the department. Each Director is supported by Chief Programme Officers
who head the various divisions under the department.
The Department of School Education is organized into 4 Divisions and the School Liaison and Coor-
dination Unit (SLC) which supports the Department. The 4 divisions are the Curriculum and Profes-
sional Services Division (CAPSD), the Education Monitoring & Support Service Division (EMSSD),
the Programme Division (PD) and the School Planning and Building Division (SPBD. The Programme
Division administers the following programmes: School Information Technology (IT), Special Edu-
cation (SE), Early Childhood and Care Development (ECCD), School Agriculture, School Nutrition
and Feeding and Private Schools development. CAPSD has a very close relation with the Paro Col-
lege of Education (CoE). CAPSD-officers teach at the College in order to keep close contact with the
teaching practice. The CoE is part of the Royal University of Bhutan.
The Department of Adult and Higher Education is organized into the Scholarship Division (SD), the
Tertiary Division and the Non Formal and Continuing Education Division (NFECED). This depart-
ment is also responsible for liaison with the Royal University of Bhutan.
The Department of Youth, Sports and Culture is organized into the Career Education and Counsel-
ing Division (CECD), Games and Sports Division (GSD), Scouts and Culture Division (SCD) and
Education Media (EM). The Games and Sports Division also has the support of the National Sports
Federations. The Department is further supported by the Youth Information Centre (YIC) for advo-
cacy of information related to youth and the Youth Centre for organizing youth programmes.
The next page shows the organizational structure of the ministry.
111
Annexure
Annex 4.1 Organizational Structure, Ministry of Education
The following figure gives the number of staff working for the ministry of education
Table 3.2 Staff strength of the Ministry of Education, 2008

Pool Staff
Office Officers Support Total
(Drivers, Messen-
M F MF M F MF M F MF M F MF
1.00 Office of the Minister
Sub-total 1 1 3 4 1 5
2.00 Secretariat
2.01 Office of the Secretary 1 1 1 1 1 1 2 2 2 4
2.02 Internal Audit 2 2 0 0 2 0 2
2.03 Policy and Planning Division 7 4 11 1 2 3 1 1 9 6 15
2.04 Administration and Finance Division 3 3 6 4 7 11 4 2 6 11 12 23
2.05 Bhutan Board of Examinations 5 3 8 3 3 6 1 1 9 6 15
2.06 Human Resource Management Division 4 3 7 2 6 8 3 1 4 9 10 19
2.07 National Commission of Unesco 1 1 2 1 1 1 1 2 2 4
Sub-total 22 15 37 11 19 30 11 4 15 44 38 82
3.00 Directorates
3.01 Department of School Education 46 8 54 12 9 21 12 4 16 70 21 91
3.02 Departement of Adult & Higher Education 7 1 8 2 7 9 2 2 4 11 10 21
3.03 Dpartment of Youth & Sports 16 8 24 8 7 15 5 3 8 29 18 47
Sub-total 69 17 86 22 23 45 19 9 28 110 49 159
Grand total 91 32 123 34 43 75 33 13 43 158 88 246
112
Annexure
Annex 5. WFP-support
2009 WFP Beneficiaries

Total WFP Beneficiaries
2009 WFP BENEFICIARIES
School Name WFP Day Students WFP Boarders
Day Boarders Total Girls Boys Total Girls Boys Total
1 BUMTHANG
1 CHHUMEY MSS 0 114 114 0 0 0 61 53 114
2 TANG LSS 0 81 81 0 0 0 41 40 81
3 URA MSS 0 74 74 0 0 0 34 40 74
SUB TOTAL 0 269 269 0 0 0 136 133 269
2 CHHUKHA
1 CHAPCHA MSS 7 121 128 3 4 7 62 59 121
2 RINCHENLING CPS 45 0 45 21 24 45 0 0 0
3 CHHUKHA HSS 0 308 308 0 0 0 133 175 308
4 GETANA CPS 105 0 105 43 62 105 0 0 0
5 BAIKUNZA CPS 115 0 115 46 69 115 0 0 0
6 BONGO PS 27 48 75 14 13 27 24 24 48
7 CHUNGKHA LSS 86 314 400 44 42 86 140 174 314
8 KETOKHA CPS 76 0 76 36 40 76 0 0 0
9 KAMJI LSS 44 443 487 13 31 44 208 235 443
10 DUNGNA LSS 65 260 325 28 37 65 119 141 260
11 METAKHA CPS 106 0 106 58 48 106 0 0 0
12 SINCHULA PS 328 0 328 144 184 328 0 0 0
13 CHONGAYKHA CPS 293 0 293 153 140 293 0 0 0
14 CHIMUNA PS 235 0 235 110 125 235 0 0 0
15 LOKCHINA LSS 304 0 304 132 172 304 0 0 0
16 KEZARI CPS 97 0 97 62 35 97 0 0 0
SUB TOTAL 1933 1494 3427 907 1026 1933 686 808 1494
3 DAGANA
1 DAGA MSS 0 111 111 0 0 0 60 51 111
2 SAMEY CPS 125 9 134 68 57 125 2 7 9
3 PHEKOMA CPS 215 0 215 103 112 215 0 0 0
4 DRUJEYGANG MSS 0 231 231 0 0 0 113 118 231
5 PHUENSUMGANG CPS 155 0 155 86 69 155 0 0 0
6 GESARLING LSS 96 275 371 55 41 96 117 158 275
7 ZINCHELA CPS 159 0 159 81 78 159 0 0 0
8 NIMTOLA CPS 183 0 183 87 96 183 0 0 0
9 LUNGTENGANG CPS 122 0 122 62 60 122 0 0 0
10 TSHANGKHA LSS 282 0 282 133 149 282 0 0 0
SUB TOTAL 1337 626 1963 675 662 1337 292 334 626
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Annexure
4 GASA
1 BJISHONG MSS 87 167 254 45 42 87 93 74 167
2 GASA PS 111 0 111 62 49 111 0 0 0
3 LAYA CPS 27 75 102 16 11 27 19 56 75
4 LUNANA CPS 0 71 71 0 0 0 18 53 71
SUB TOTAL 225 313 538 123 102 225 130 183 313
5 HAA
1 JYENSA PS 205 0 205 102 103 205 0 0 0
2 JYENKHANA PS 0 261 261 0 0 0 138 123 261
3 UGYEN DORJI HSS 0 78 78 0 0 0 36 42 78
4 SOMBEKHA PS 75 0 75 37 38 75 0 0 0
5 RANGTSE CPS 98 0 98 55 43 98 0 0 0
SUB TOTAL 378 339 717 194 184 378 174 165 339
6 LHUNTSE
1 NEY CPS 39 0 39 16 23 39 0 0 0
2 PHUYUM HSS 0 120 120 0 0 0 58 62 120
3 THIMYUL LSS 249 0 249 122 127 249 0 0 0
4 KHOMA LSS 70 205 275 32 38 70 103 102 205
5 TSHOCHHEN CPS 120 0 120 52 68 120 0 0 0
6 WAMBUR CPS 71 58 129 37 34 71 25 33 58
7 TANGMACHHU MSS 0 231 231 0 0 0 114 117 231
8 LADRONG CPS 125 0 125 70 55 125 0 0 0
9 ZANGKHAR CPS 26 108 134 15 11 26 46 62 108
10 GORTSUM CPS 183 0 183 88 95 183 0 0 0
11 DUNGKAR PS 85 101 186 42 43 85 52 49 101
12 ZHAM CPS 61 0 61 32 29 61 0 0 0
SUB TOTAL 1029 823 1852 506 523 1029 398 425 823
7 MONGAR
1 GYELPOZHING HSS 0 515 515 0 0 0 246 269 515
2 TSAKALING PS 98 32 130 45 53 98 17 15 32
3 TSAMANG PS 8 132 140 6 2 8 66 66 132
4 YADI MSS 0 112 112 0 0 0 51 61 112
5 THANGRONG PS 85 123 208 45 40 85 62 61 123
6 BALAM CPS 217 0 217 109 108 217 0 0 0
7 DRAMETSE MSS 0 123 123 0 0 0 50 73 123
8 KENGKHAR LSS 169 145 314 69 100 169 53 92 145
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Annexure
9 UDARIC CPS 105 0 105 49 56 105 0 0 0
10 NAGOR LSS 146 112 258 65 81 146 46 66 112
11 PANGTHANG CPS 70 0 70 35 35 70 0 0 0
12 SILAMBI CPS 61 0 61 29 32 61 0 0 0
13 WAMA CPS 41 0 41 25 16 41 0 0 0
14 DAKSA CPS 108 0 108 50 58 108 0 0 0
15 YANGBARI CPS 86 0 86 41 45 86 0 0 0
16 JURMEY PS 229 0 229 116 113 229 0 0 0
17 SERZONG LSS 123 114 237 65 58 123 54 60 114
18 ZUNGLEN PS 81 0 81 41 40 81 0 0 0
19 LINGKHAR CPS 68 0 68 32 36 68 0 0 0
20 YARAGLA CPS 43 0 43 21 22 43 0 0 0
21 WAICHUR CPS 85 0 85 37 48 85 0 0 0
22 NARANG CPS 192 0 192 89 103 192 0 0 0
SUB TOTAL 2015 1408 3423 969 1046 2015 645 763 1408
8 PARO
1 DRUKGYEL HSS 0 444 444 0 0 0 230 214 444
2 DAWAKHA LSS 0 180 180 0 0 0 87 93 180
3 BITEKHA LSS 0 165 165 0 0 0 79 86 165
4 GONEYTSAWA CPS 26 69 95 12 14 26 38 31 69
SUB TOTAL 26 858 884 12 14 26 434 424 858
9 PEMAGATSHEL
1 TSEBAR LSS 131 141 272 61 70 131 74 67 141
2 GONPASINGMA LSS 136 199 335 67 69 136 90 109 199
3 YURUNG LSS 103 187 290 57 46 103 83 104 187
4 DUNGMIN CPS 21 41 62 12 9 21 21 20 41
5 MIKURI CPS 78 58 136 47 31 78 25 33 58
6 CHIMONG PS 59 26 85 23 36 59 15 11 26
7 DECHHELING LSS 262 112 374 135 127 262 55 57 112
8 NGANGLAM LSS 0 117 117 0 0 0 59 58 117
9 NGANGLAM MSS 0 202 202 0 0 0 86 116 202
10 NORBUGANG CPS 144 0 144 55 89 144 0 0 0
11 TSHATSI PS 83 86 169 43 40 83 39 47 86
12 KHANGMA CPS 87 0 87 44 43 87 0 0 0
13 REZIMO CPS 72 0 72 42 30 72 0 0 0
14 DAGOR CPS 52 0 52 22 30 52 0 0 0
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Annexure
15 THONGSA CPS 80 0 80 32 48 80 0 0 0
16 WOONGCHILO CPS 103 0 103 47 56 103 0 0 0
17 KERONG CPS 43 0 43 20 23 43 0 0 0
18 CHOEKHORLING CPS 70 0 70 33 37 70 0 0 0
SUB TOTAL 1524 1169 2693 740 784 1524 547 622 1169
10 PUNAKHA
1 TASHIDINGKHA MSS 0 268 268 0 0 0 142 126 268
2 PUNAKHA HSS 0 185 185 0 0 0 100 85 185
3 THINLEYGANG PS 0 142 142 0 0 0 74 68 142
4 THINLEYGANG MSS 0 150 150 0 0 0 88 62 150
5 GOEN SHARI CPS 138 0 138 69 69 138 0 0 0
SUB TOTAL 138 745 883 69 69 138 404 341 745
11 S/JONGKHAR
1 GOMDAR LSS 165 193 358 75 90 165 88 105 193
2 LAURI PS 156 194 350 86 70 156 84 110 194
3 MARTSHALA MSS 38 109 147 17 21 38 38 71 109
4 MARTSHALA PS 87 242 329 34 53 87 118 124 242
5 MINJIWOONG LSS 106 203 309 49 57 106 110 93 203
6 ORONG LSS 124 248 372 75 49 124 112 136 248
7 YARPHU CPS 150 0 150 73 77 150 0 0 0
8 ZAMTARI CPS 121 0 121 63 58 121 0 0 0
9 BARZOR CPS 144 0 144 60 84 144 0 0 0
10 SARJUNG CPS 140 0 140 56 84 140 0 0 0
11 TSHOTSALO CPS 65 0 65 30 35 65 0 0 0
12 DUNGMANBA CPS 106 0 106 48 58 106 0 0 0
13 ZANGTEY CPS 156 0 156 99 57 156 0 0 0
SUB TOTAL 1558 1189 2747 765 793 1558 550 639 1189
12 SAMTSE
DOROKHA MSS 0 280 280 0 0 0 115 165 280
SENGDHYEN CPS 105 312 417 42 63 105 131 181 312
DENCHHUKHA CPS 335 0 335 158 177 335 0 0 0
MINDULING CPS 297 0 297 142 155 297 0 0 0
TABA DAMTOE PS 284 0 284 128 156 284 0 0 0
BARA CPS 496 0 496 248 248 496 0 0 0
NAMGAYCHOLING 370 0 370 175 195 370 0 0 0
SUB TOTAL 1887 592 2479 893 994 1887 246 346 592
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Annexure
13 SARPANG
1 UMLING CPS 353 0 353 162 191 353 0 0 0
2 SARPANG HSS 0 202 202 0 0 0 99 103 202
3 NORBULING MSS 0 175 175 0 0 0 80 95 175
SUB TOTAL 353 377 730 162 191 353 179 198 377
14 THIMPHU
1 GENEKHA LSS 132 168 300 72 60 132 84 84 168
2 LINGZHI CPS 0 69 69 0 0 0 33 36 69
3 CHAMGANG LSS 287 0 287 151 136 287 0 0 0
SUB TOTAL 419 237 656 223 196 419 117 120 237
15 TRASHIGANG
1 THONGRONG CPS 85 0 85 39 46 85 0 0 0
2 TOKSHINGMANG CPS 0 162 162 0 0 0 66 96 162
3 KANGPARA LSS 99 188 287 43 56 99 79 109 188
4 BIKHAR PS 216 36 252 104 112 216 25 11 36
5 UZORONG LSS 76 280 356 40 36 76 143 137 280
6 BIDUNG LSS 0 251 251 0 0 0 130 121 251
7 JOENKHAR CPS 68 0 68 28 40 68 0 0 0
8 SAKTENG PS 244 0 244 86 158 244 0 0 0
9 BREKHA CPS 105 0 105 51 54 105 0 0 0
10 J.SHERUBLING HSS 0 273 273 0 0 0 108 165 273
11 NID KHALING 0 48 48 0 0 0 19 29 48
12 LUMANG PS 13 98 111 4 9 13 52 46 98
13 THREPHU CPS 24 0 24 14 10 24 0 0 0
14 WAMRONG LSS 101 222 323 44 57 101 103 119 222
15 TASHITSE HSS 0 342 342 0 0 0 159 183 342
16 THUNGKHAR LSS 156 101 257 67 89 156 47 54 101
17 PASAPHU PS 60 0 60 36 24 60 0 0 0
18 MERAK PS 226 0 226 101 125 226 0 0 0
19 PHONGMEY PS 158 0 158 74 84 158 0 0 0
20 THRIMSHING CPS 62 0 62 31 31 62 0 0 0
21 JERELIMI CPS 95 0 95 47 48 95 0 0 0
22 KURICHILO CPS 135 0 135 47 88 135 0 0 0
23 BERDUNGMA CPS 55 0 55 22 33 55 0 0 0
24 DALIPHANGMA CPS 67 0 67 31 36 67 0 0 0
25 CHIYA CPS 84 0 84 48 36 84 0 0 0
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Annexure
26 BENSHINGMO CPS 85 0 85 38 47 85 0 0 0
27 KANGLUNG MSS 0 34 34 0 0 0 18 16 34
28 TARPHEL CPS 115 0 115 49 66 115 0 0 0
29 WOMANANG CPS 78 0 78 38 40 78 0 0 0
30 TOKAPHU CPS 82 0 82 46 36 82 0 0 0
31 TONGMIJANGSA LSS 114 156 270 55 59 114 82 74 156
32 TSENKHARLA MSS 194 367 561 92 102 194 153 214 367
33 JANGPHUTSE CPS 86 0 86 47 39 86 0 0 0
34 KHENI LSS 34 202 236 15 19 34 107 95 202
35 MELONGKHAR CPS 85 0 85 49 36 85 0 0 0
36 THRAGOM CPS 18 80 98 8 10 18 36 44 80
37 YALANG CPS 88 0 88 52 36 88 0 0 0
38 DALIKHER CPS 44 0 44 20 24 44 0 0 0
39 BUMDELING LSS 0 66 66 0 0 0 34 32 66
40 DUKTI CPS 35 0 35 20 15 35 0 0 0
41 SHONGRING CPS 74 0 74 28 46 74 0 0 0
SUB TOTAL 3261 2906 6167 1514 1747 3261 1361 1545 2906
17 TRONGSA
1 BEMJI PS 50 20 70 28 22 50 6 14 20
2 TAKTSE MSS 0 86 86 0 0 0 38 48 86
3 KELA CPS 42 0 42 24 18 42 0 0 0
4 TSHANGKHA LSS 111 73 184 59 52 111 34 39 73
5 JANGBI CPS 59 0 59 32 27 59 0 0 0
6 LANGTHEL LSS 263 79 342 147 116 263 38 41 79
7 KORPHU PS 66 0 66 27 39 66 0 0 0
8 NABJI CPS 78 0 78 39 39 78 0 0 0
9 NIMSHONG CPS 90 0 90 41 49 90 0 0 0
10 KARSHONG CPS 61 0 61 34 27 61 0 0 0
SUB TOTAL 820 258 1078 431 389 820 116 142 258
18 TSIRANG
1 PATALEY CPS 278 0 278 128 150 278 0 0 0
2 MENDRELGANG MSS 0 169 169 0 0 0 87 82 169
3 TSIRANGTOE LSS 318 0 318 136 182 318 0 0 0
SUB TOTAL 596 169 765 264 332 596 87 82 169
19 W/PHODRANG
1 SAMTENGANG MSS 0 215 215 0 0 0 131 84 215
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Annexure
2 KHOTAKHA CPS 193 0 193 104 89 193 0 0 0
3 JALA CPS 74 0 74 34 40 74 0 0 0
4 SAMTENGANG PS 154 0 154 79 75 154 0 0 0
5 ADA CPS 30 70 100 15 15 30 36 34 70
6 NAHI PS 54 90 144 30 24 54 51 39 90
7 SHA TASHA PS 56 163 219 36 20 56 88 75 163
8 GASELO LSS 0 242 242 0 0 0 131 111 242
9 DANGCHHU CPS 112 0 112 77 35 112 0 0 0
10 NOBDING LSS 0 145 145 0 0 0 71 74 145
11 SEPHU CPS 125 0 125 60 65 125 0 0 0
12 RAMEYCHEN CPS 180 0 180 103 77 180 0 0 0
SUB TOTAL 978 925 1903 538 440 978 508 417 925
20 ZHEMGANG
1 BARDOH CPS 22 66 88 12 10 22 29 37 66
2 KHOMSHAR CPS 126 74 200 72 54 126 41 33 74
3 LANGDURBI CPS 89 22 111 48 41 89 9 13 22
4 BJOKA-DOGAR CPS 69 61 130 26 43 69 38 23 61
5 TSHAIDANG CPS 92 0 92 51 41 92 0 0 0
6 GOMPHU LSS 67 117 184 38 29 67 54 63 117
7 KAKTONG CPS 124 0 124 53 71 124 0 0 0
8 YEBILAPTSA MSS 0 342 342 0 0 0 153 189 342
9 ZHEMGANG HSS 0 183 183 0 0 0 93 90 183
10 BUDASHI CPS 101 0 101 63 38 101 0 0 0
11 SONAMTHANG MSS 31 249 280 15 16 31 99 150 249
12 PANBANG CPS 156 62 218 70 86 156 20 42 62
13 PANTANG CPS 44 120 164 19 25 44 55 65 120
14 TASHIBI CPS 110 0 110 58 52 110 0 0 0
15 NIMZHONG CPS 47 0 47 22 25 47 0 0 0
16 SHINGKHAR CPS 23 139 162 13 10 23 77 62 139
17 GOSHING CPS 103 89 192 61 42 103 44 45 89
18 TRADIJONG CPS 64 0 64 31 33 64 0 0 0
19 DUNMANG CPS 62 0 62 39 23 62 0 0 0
20 DEGELA CPS 63 0 63 34 29 63 0 0 0
21 BARPONG CPS 69 0 69 35 34 69 0 0 0
SUB TOTAL 1462 1524 2986 760 702 1462 712 812 1524
GRAND TOTAL 19939 16221 36160 9745 10194 19939 7722 8499 16221
119
Annexure
Type PP I II III IV V VI
School Level Sec.
Type G T G T G T S G T G T G T G
1 Bumthang
1 Jakar HSS U 14 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 Chumey MSS U 19 14 22 19 36 20 31 1 14 27 16 34 14 31 8
3 Ura MSS SU 15 15 32 16 31 10 24 1 7 20 12 21 11 23 15
4 Wangdicholing LSS U 24 35 78 45 90 40 78 2 46 88 41 104 58 100 51
5 Tang LSS SR 11 10 18 6 11 1 6 1 4 7 4 8 4 13 4
Gangrithang
6 PS U 7 27 46 26 48 27 43 1 25 46 30 53 26 50 16
(Jalikhar)
7 Zangtherpo CPS SU 7 16 32 11 23 14 33 1 16 29 16 34 13 29 13
8 Zungnye CPS SU 7 5 9 8 14 16 24 1 9 16 9 22 8 14 5
9 Shingnyer CPS SR 5 5 10 8 15 0 0 0 5 11 3 10 4 7 0
10 Tangsibi CPS SR 6 0 0 5 11 8 11 1 3 7 5 10 6 13 2
11 Khangrab CPS SR 7 17 27 5 11 7 12 1 6 12 13 22 13 25 6
12 Gaytsa CPS SR 7 8 19 13 25 12 20 1 8 25 27 34 10 22 10
13 Kharsat CPS SR 7 8 13 3 5 5 11 1 3 5 14 20 11 14 6
14 Dhur CPS SR 7 11 22 9 16 5 12 1 7 11 4 12 9 13 4
15 Shingkhar CPS SR 5 0 0 7 10 0 0 0 2 7 2 7 3 6 4
16 Jigmiling CPS SR 7 5 10 6 12 5 10 1 5 13 10 13 5 11 5
17 Chhokhor Toe CPS R 7 4 10 5 13 12 18 1 4 14 1 6 5 15 7
18 Chungphel CPS R 5 6 9 0 0 4 9 1 0 0 2 6 3 3 3
Total 167 186 357 192 371 186 342 16 164 338 209 416 203 389 159
Sonam
1 HSS SU 6 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Kuenphen (Pvt)
Total 6 0 0 0 0 0 0 0 0 0 0 0 0 0 0
G.Total 173 186 357 192 371 186 342 16 164 338 209 416 203 389 159
2 Chukha
1 Chukha HSS U 19 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 Phuentsholing HSS U 31 53 104 45 80 45 80 2 32 54 31 52 23 55 25
3 Gedu HSS U 32 45 93 43 93 58 101 3 42 81 35 76 52 122 64
4 Darla MSS U 30 42 79 70 139 55 109 3 46 98 31 68 45 128 51
5 Phuentsholing MSS U 52 46 83 119 246 15 42 1 42 89 36 84 49 86 44
6 Chapcha MSS SU 10 0 0 0 0 0 0 0 0 0 0 0 0 0 0
7 Wangchu MSS SU 30 30 59 40 83 59 119 3 47 101 56 112 61 122 49
8 Pasakha LSS U 25 76 147 132 254 82 159 3 63 142 48 117 72 134 43
9 Phuentsholing LSS U 44 105 216 0 0 135 276 8 134 269 98 181 138 248 110
10 Tsimalakha LSS SU 20 40 78 40 86 39 72 2 43 80 25 56 29 60 39
11 Chungkha LSS SR 11 12 26 15 30 12 23 1 11 21 14 29 19 44 25
12 Kamji LSS SR 13 25 37 16 31 11 23 1 14 31 23 39 29 53 20
13 Logchina LSS VR 9 26 45 21 45 19 41 1 21 48 16 37 14 24 9
14 Dungna LSS VR 10 24 38 20 38 31 68 2 10 40 16 34 12 41 8
15 Arekha PS SU 12 24 53 38 76 35 69 2 21 48 28 62 26 58 15
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Annexure
VII VIII IX X XI XII Total Bht
NBht Total T:P
T G T G T G T G T G T G T B G T ZLT Oth.
0 0 0 0 0 76 128 70 132 37 90 43 100 224 226 450 5 18 3 26

24 60 101 51 101 38 95 55 105 0 0 0 0 298 309 607 5 18 1 24
30 32 69 29 53 48 93 15 40 0 0 0 0 226 210 436 2 14 2 18
87 87 159 50 107 0 0 0 0 0 0 0 0 438 453 891 6 22 0 28
13 27 50 20 42 0 0 0 0 0 0 0 0 88 80 168 3 9 0 12
33 0 0 0 0 0 0 0 0 0 0 0 0 142 177 319 2 8 0 10 32
19 0 0 0 0 0 0 0 0 0 0 0 0 100 99 199 2 7 0 9
10 0 0 0 0 0 0 0 0 0 0 0 0 49 60 109 2 5 0 7
0 0 0 0 0 0 0 0 0 0 0 0 0 28 25 53 1 2 0 3
4 0 0 0 0 0 0 0 0 0 0 0 0 27 29 56 1 2 0 3
15 0 0 0 0 0 0 0 0 0 0 0 0 57 67 124 2 5 0 7
26 0 0 0 0 0 0 0 0 0 0 0 0 83 88 171 2 7 0 9
10 0 0 0 0 0 0 0 0 0 0 0 0 28 50 78 2 3 0 5
8 0 0 0 0 0 0 0 0 0 0 0 0 45 49 94 1 4 0 5
7 0 0 0 0 0 0 0 0 0 0 0 0 19 18 37 1 2 0 3
11 0 0 0 0 0 0 0 0 0 0 0 0 39 41 80 1 3 0 4
7 0 0 0 0 0 0 0 0 0 0 0 0 45 38 83 2 3 0 5
6 0 0 0 0 0 0 0 0 0 0 0 0 15 18 33 2 1 0 3
310 206 379 150 303 162 316 140 277 37 90 43 100 1951 2037 3988 42 133 6 181 22
0 0 0 0 0 0 0 0 0 30 57 69 145 103 99 202 1 3 5 9 22
0 0 0 0 0 0 0 0 0 30 57 69 145 103 99 202 1 3 5 9 22
310 206 379 150 303 162 316 140 277 67 147 112 245 2054 2136 4190 43 136 11 190 22
0 0 0 0 0 110 275 115 231 74 166 53 121 441 352 793 4 22 12 38

46 59 112 45 86 104 202 92 171 63 123 61 103 590 678 1268 8 26 17 51
105 69 118 73 140 35 76 47 93 18 47 0 0 564 581 1145 9 36 7 52
107 60 126 61 115 57 107 28 72 0 0 0 0 602 546 1148 5 30 6 41
75 38 92 80 141 109 194 65 111 0 0 0 0 600 643 1243 7 20 14 41
0 39 68 40 82 63 121 49 95 0 0 0 0 175 191 366 3 13 4 20
102 48 83 51 118 38 75 37 75 0 0 0 0 533 516 1049 6 28 11 45
89 52 100 36 62 0 0 0 0 0 0 0 0 600 604 1204 4 14 4 22
231 104 174 34 67 0 0 0 0 0 0 0 0 804 858 1662 7 65 6 78
74 58 108 57 112 0 0 0 0 0 0 0 0 356 370 726 4 22 3 29
54 41 99 33 74 0 0 0 0 0 0 0 0 218 182 400 1 8 0 9
47 62 172 57 103 0 0 0 0 0 0 0 0 279 257 536 2 15 2 19
29 9 26 7 21 0 0 0 0 0 0 0 0 174 142 316 2 10 0 12
26 15 22 10 17 0 0 0 0 0 0 0 0 178 146 324 1 8 0 9
35 0 0 0 0 0 0 0 0 0 0 0 0 214 187 401 2 11 1 14
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Annexure
School Level Sec.
16 Chapcha PS SU 7 13 19 10 23 6 21 1 10 17 8 16 11 19 7
17 Sinchula PS R 7 19 39 20 47 18 46 1 19 43 34 69 22 46 12
18 Bongo PS VR 7 4 9 7 17 5 11 1 5 11 2 7 9 11 6
19 Tashilakha CPS SU 1 22 38 0 0 0 0 0 0 0 0 0 0 0 0
20 Mebesa CPS SR 8 29 58 22 32 22 36 1 16 30 16 31 16 23 20
21 Shemagangkha CPS SR 7 4 9 6 14 5 10 1 8 15 6 9 6 8 7
22 Lobneykha CPS SR 7 3 11 6 10 6 10 1 5 8 5 9 3 6 4
23 Paga CPS SR 7 7 10 3 7 2 8 1 5 7 6 10 5 7 4
24 Wangdigatshel CPS SR 11 38 75 39 78 42 76 2 32 66 24 44 10 30 4
25 Rinchenling CPS SR 6 2 5 1 8 2 7 1 0 0 5 9 7 12 4
26 Meretsemo CPS SR 7 7 17 5 8 9 15 1 14 20 8 16 6 13 12
27 Alaykha CPS SR 6 7 14 11 26 9 23 1 10 18 10 25 9 15 0
28 Kezari CPS SR 3 14 35 21 62 0 0 0 0 0 0 0 0 0 0
29 Totogom CPS R 4 1 3 3 8 5 6 1 4 8 0 0 0 0 0
30 Pachu CPS R 3 21 36 36 70 0 0 0 0 0 0 0 0 0 0
31 Tsimakha CPS VR 7 12 33 19 44 30 45 1 16 34 22 41 21 43 27
32 Metakha CPS VR 7 10 14 15 27 5 16 1 8 16 9 13 8 15 3
33 Ketokha CPS VR 7 9 16 3 7 4 11 1 4 10 3 8 9 16 4
34 Chongaykha CPS VR 8 25 45 26 52 26 45 1 14 41 14 30 18 31 31
35 Baikunza CPS VR 7 3 12 6 13 9 30 1 9 14 4 12 7 21 8
36 Getana CPS VR 7 10 22 12 20 3 14 1 4 14 5 9 5 12 5
37 Chimuna CPS VR 7 14 26 25 48 21 45 1 22 44 14 31 7 20 7
Total 489 822 1604 895 1822 825 1657 52 731 1518 652 1336 748 1523 667
1 Reldri (Pvt) HSS U 15 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total 15 0 0 0 0 0 0 0 0 0 0 0 0 0 0
1 Phajoding (Pvt) LSS U 11 45 100 9 32 16 25 1 12 17 8 15 8 17 1
Total 11 45 100 9 32 16 25 1 12 17 8 15 8 17 1
1 Yagaon (Tashilakha ECR VR 1 5 12 0 0 0 0 0 0 0 0 0 0 0 0
Total 1 5 12 0 0 0 0 0 0 0 0 0 0 0 0
G.Total 516 872 1716 904 1854 841 1682 53 743 1535 660 1351 756 1540 668
3 Dagana
1 Tashiding CPS SU 6 22 37 20 37 14 37 1 26 41 15 39 25 43 0
2 Dogak CPS SR 7 9 14 15 24 12 29 1 21 35 21 37 20 37 21
3 Karmaling CPS SR 2 41 83 0 0 0 0 0 0 0 0 0 0 0 0
4 Pangna CPS SR 10 30 72 26 50 26 55 1 41 92 28 50 37 70 16
5 Lhaling CPS SR 7 9 20 16 34 22 36 1 20 40 22 45 16 37 11
6 Daleythang CPS SR 6 11 26 22 49 19 41 1 20 42 27 49 21 43 0
7 Phekoma CPS R 7 20 36 21 37 17 38 1 11 31 13 26 17 30 16
8 Nimtola CPS R 4 15 34 18 35 15 45 1 38 68 0 0 0 0 0
122
Annexure
NBht Total T:P
13 0 0 0 0 0 0 0 0 0 0 0 0 63 65 128 2 7 0 9
38 0 0 0 0 0 0 0 0 0 0 0 0 184 144 328 1 7 0 8
9 0 0 0 0 0 0 0 0 0 0 0 0 37 38 75 1 5 0 6
0 0 0 0 0 0 0 0 0 0 0 0 0 16 22 38 0 1 0 1
31 0 0 0 0 0 0 0 0 0 0 0 0 100 141 241 1 7 0 8
11 0 0 0 0 0 0 0 0 0 0 0 0 34 42 76 1 4 0 5
7 0 0 0 0 0 0 0 0 0 0 0 0 29 32 61 1 1 0 2
6 0 0 0 0 0 0 0 0 0 0 0 0 23 32 55 0 3 0 3
14 0 0 0 0 0 0 0 0 0 0 0 0 194 189 383 1 10 0 11
4 0 0 0 0 0 0 0 0 0 0 0 0 24 21 45 0 2 0 2
17 0 0 0 0 0 0 0 0 0 0 0 0 45 61 106 1 5 0 6
0 0 0 0 0 0 0 0 0 0 0 0 0 65 56 121 0 5 0 5
0 0 0 0 0 0 0 0 0 0 0 0 0 62 35 97 0 2 0 2
0 0 0 0 0 0 0 0 0 0 0 0 0 12 13 25 0 2 0 2
0 0 0 0 0 0 0 0 0 0 0 0 0 49 57 106 0 1 0 1
44 0 0 0 0 0 0 0 0 0 0 0 0 137 147 284 1 8 0 9
5 0 0 0 0 0 0 0 0 0 0 0 0 48 58 106 0 3 0 3
8 0 0 0 0 0 0 0 0 0 0 0 0 40 36 76 0 3 0 3
50 0 0 0 0 0 0 0 0 0 0 0 0 140 154 294 0 7 0 7
13 0 0 0 0 0 0 0 0 0 0 0 0 69 46 115 0 3 0 3
15 0 0 0 0 0 0 0 0 0 0 0 0 62 44 106 0 6 0 6
21 0 0 0 0 0 0 0 0 0 0 0 0 125 110 235 0 6 0 6
1326 654 1300 584 1138 516 1050 433 848 155 336 114 224 7886 7796 15682 75 426 87 588 27
0 0 0 0 0 0 0 0 0 121 235 153 294 255 274 529 4 10 7 21
0 0 0 0 0 0 0 0 0 121 235 153 294 255 274 529 4 10 7 21 25

7 5 12 3 4 0 0 0 0 0 0 0 0 122 107 229 5 9 6 20
7 5 12 3 4 0 0 0 0 0 0 0 0 122 107 229 5 9 6 20 11

0 0 0 0 0 0 0 0 0 0 0 0 0 7 5 12 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 7 5 12 0 0 0 0
1333 659 1312 587 1142 516 1050 433 848 276 571 267 518 8270 8182 16452 84 445 100 629 26
0 0 0 0 0 0 0 0 0 0 0 0 0 112 122 234 0 6 0 6

52 0 0 0 0 0 0 0 0 0 0 0 0 109 119 228 0 8 0 8
0 0 0 0 0 0 0 0 0 0 0 0 0 42 41 83 0 2 0 2
37 0 0 0 0 0 0 0 0 0 0 0 0 222 204 426 2 8 1 11
19 0 0 0 0 0 0 0 0 0 0 0 0 115 116 231 1 7 0 8
0 0 0 0 0 0 0 0 0 0 0 0 0 130 120 250 1 5 0 6
30 0 0 0 0 0 0 0 0 0 0 0 0 113 115 228 1 6 0 7
0 0 0 0 0 0 0 0 0 0 0 0 0 96 86 182 1 3 0 4
123
Annexure
School Level Sec.
9 Lungtengang CPS R 7 8 13 6 16 5 12 1 14 25 9 21 12 17 8
10 Balaygang CPS R 4 10 24 15 25 20 42 1 17 37 0 0 0 0 0
11 Zinchella CPS R 4 17 39 26 43 20 38 1 18 39 0 0 0 0 0
12 Gangzor CPS R 4 15 34 19 41 29 64 2 0 0 0 0 0 0 0
13 Gumla CPS R 1 9 27 0 0 0 0 0 0 0 0 0 0 0 0
14 Phuensumgang CPS VR 7 7 19 12 16 11 24 1 11 18 20 32 14 21 12
15 Samey PS SR 7 11 18 10 20 11 24 1 8 12 13 23 8 16 9
16 Daga LSS SU 10 19 45 22 46 19 41 1 18 42 25 48 20 45 22
17 Lhamoy Zingkha LSS SU 17 8 30 37 77 30 63 2 37 73 35 92 41 79 35
18 Geserling LSS SR 9 17 43 26 44 20 43 1 25 43 19 50 15 43 24
19 Namchala LSS SR 8 19 37 11 33 15 31 1 9 24 14 30 22 38 18
20 Tshangkha LSS VR 8 9 27 21 38 15 31 1 26 49 18 44 18 40 15
21 Drujeygang MSS SU 13 0 0 0 0 0 0 0 0 0 0 0 0 0 0
22 Dagapela MSS SU 17 26 58 25 58 40 74 2 47 96 55 110 49 97 40
23 Daga HSS SU 11 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total 176 332 736 368 723 360 768 22 407 807 334 696 335 656 247
Bichgaon (Lhamoiz-
1 ECR SU 1 13 26 0 0 0 0 0 0 0 0 0 0 0 0
ingkha LSS)
Pangserpo (Pangna
2 ECR SR 1 9 17 0 0 0 0 0 0 0 0 0 0 0 0
CPS)
Devitar (Lhamoizing-
3 ECR SU 1 16 24 0 0 0 0 0 0 0 0 0 0 0 0
kha LSS)
Total 3 38 67 0 0 0 0 0 0 0 0 0 0 0 0
G.Total 179 370 803 368 723 360 768 22 407 807 334 696 335 656 247
4 Gasa
1 Bjishong MSS SR 13 13 21 14 25 6 13 1 15 34 13 22 14 29 9
2 Gasa PS R 7 14 26 9 15 4 10 1 4 9 4 9 8 15 18
3 Laya CPS D 7 3 4 2 10 6 14 1 3 16 6 14 1 12 1
4 Luanana CPS D 7 7 17 2 5 2 8 1 4 10 3 7 4 12 2
Total 34 37 68 27 55 18 45 4 26 69 26 52 27 68 30
1 Lungo(Laya CPS) ECR D 1 18 29 0 0 0 0 0 0 0 0 0 0 0 0
Total 1 18 29 0 0 0 0 0 0 0 0 0 0 0 0
G.Total 35 55 97 27 55 18 45 4 26 69 26 52 27 68 30
5 Haa
1 Ugyen Dorji HSS U 22 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 Katsho LSS U 20 34 75 29 65 32 62 2 37 87 24 60 41 70 28
3 Tshaphel LSS SU 14 17 33 14 26 22 44 2 16 35 26 41 11 27 18
4 Damthang LSS SU 16 37 83 27 56 27 59 2 26 53 23 60 17 30 18
5 Gyensa PS SU 7 9 21 19 29 13 35 1 16 30 11 24 15 25 12
6 Jyenkhana PS SU 14 26 53 29 68 22 46 2 36 63 22 43 20 41 32
7 Sombaykha PS VR 7 8 19 8 20 7 11 1 2 8 3 6 4 4 6
124
Annexure
NBht Total T:P
18 0 0 0 0 0 0 0 0 0 0 0 0 60 62 122 1 3 0 4
0 0 0 0 0 0 0 0 0 0 0 0 0 66 62 128 2 2 0 4
0 0 0 0 0 0 0 0 0 0 0 0 0 78 81 159 0 5 0 5
0 0 0 0 0 0 0 0 0 0 0 0 0 76 63 139 1 3 0 4
0 0 0 0 0 0 0 0 0 0 0 0 0 18 9 27 0 1 0 1
25 0 0 0 0 0 0 0 0 0 0 0 0 68 87 155 1 6 0 7
21 0 0 0 0 0 0 0 0 0 0 0 0 64 70 134 2 5 0 7
51 30 59 17 31 0 0 0 0 0 0 0 0 216 192 408 3 9 0 12
63 26 70 17 42 0 0 0 0 0 0 0 0 323 266 589 3 15 4 22
46 15 39 12 26 0 0 0 0 0 0 0 0 204 173 377 2 9 0 11
40 13 32 0 0 0 0 0 0 0 0 0 0 144 121 265 3 6 0 9
30 13 23 0 0 0 0 0 0 0 0 0 0 147 135 282 2 7 0 9
0 64 138 58 121 42 104 42 98 0 0 0 0 255 206 461 1 13 3 17
76 36 89 40 71 22 45 0 0 0 0 0 0 394 380 774 3 15 0 18
0 0 0 51 92 75 162 52 103 19 55 0 0 215 197 412 3 11 6 20
508 197 450 195 383 139 311 94 201 19 55 0 0 3267 3027 6294 33 155 14 202 31
0 0 0 0 0 0 0 0 0 0 0 0 0 13 13 26 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 8 9 17 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 8 16 24 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 29 38 67 0 0 0 0
508 197 450 195 383 139 311 94 201 19 55 0 0 3296 3065 6361 33 155 14 202 32
18 28 52 27 45 32 71 23 34 0 0 0 0 170 194 364 4 16 0 20

25 0 0 0 0 0 0 0 0 0 0 0 0 48 61 109 1 7 0 8
4 0 0 0 0 0 0 0 0 0 0 0 0 52 22 74 1 5 0 6
6 0 0 0 0 0 0 0 0 0 0 0 0 41 24 65 0 2 0 2
53 28 52 27 45 32 71 23 34 0 0 0 0 311 301 612 6 30 0 36 17

0 0 0 0 0 0 0 0 0 0 0 0 0 11 18 29 0 1 0 1
0 0 0 0 0 0 0 0 0 0 0 0 0 11 18 29 0 1 0 1 29
53 28 52 27 45 32 71 23 34 0 0 0 0 322 319 641 6 31 0 37 17
0 0 0 40 84 163 268 103 182 35 89 20 61 323 361 684 4 24 6 34

55 52 93 43 70 0 0 0 0 0 0 0 0 317 320 637 5 20 1 26
39 52 113 20 47 0 0 0 0 0 0 0 0 209 196 405 4 15 0 19
48 27 51 21 42 0 0 0 0 0 0 0 0 259 223 482 5 15 0 20
27 0 0 0 0 0 0 0 0 0 0 0 0 96 95 191 2 7 0 9
58 0 0 0 0 0 0 0 0 0 0 0 0 185 187 372 3 17 0 20
7 0 0 0 0 0 0 0 0 0 0 0 0 37 38 75 1 4 0 5
125
Annexure
School Level Sec.
8 Shari CPS R 4 6 10 4 11 7 17 1 15 22 0 0 0 0 0
9 Rangtse CPS R 4 17 33 21 34 8 14 1 9 17 0 0 0 0 0
10 Mochu CPS VR 3 3 3 0 0 4 5 1 2 2 0 0 0 0 0
Total 111 157 330 151 309 142 293 13 159 317 109 234 108 197 114
Sektena (Jyenkhana
1 ECR SU 1 9 32 0 0 0 0 0 0 0 0 0 0 0 0
PS)
Total 1 9 32 0 0 0 0 0 0 0 0 0 0 0 0
G.Total 112 166 362 151 309 142 293 13 159 317 109 234 108 197 114
6 Lhuentse
1 Phuyum HSS U 15 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 Tangmachu MSS SU 14 0 0 0 0 0 0 0 0 0 0 0 0 0 0
3 Khoma LSS SR 11 6 13 7 16 13 24 1 12 32 18 32 13 24 14
4 Thimyul LSS SR 9 11 27 22 36 12 29 1 18 29 14 39 17 32 8
5 Lhuentse PS U 10 24 51 16 32 34 65 2 27 50 27 56 26 42 20
6 Tangmachu PS SU 7 28 49 19 46 30 47 1 17 29 18 31 18 30 20
7 Minjey PS SR 7 12 32 9 16 9 17 1 7 16 10 18 16 25 7
8 Zangkhar PS R 7 9 17 6 10 2 17 1 8 15 9 19 16 25 11
9 Wambur PS R 7 10 16 7 18 10 22 1 7 19 15 22 8 23 5
10 Gortsum PS R 7 15 28 12 28 15 32 1 11 23 16 28 12 29 8
11 Ladrong PS R 7 8 17 19 27 12 18 1 9 15 8 17 8 18 6
12 Dungkhar PS VR 7 7 15 7 10 5 12 1 12 31 25 51 21 38 15
13 Chagzom PS VR 2 7 13 8 12 0 0 0 0 0 0 0 0 0 0
14 Autsho CPS SU 7 17 29 13 31 8 18 1 9 17 16 33 6 15 17
15 Zhamling CPS SR 4 3 3 2 4 1 6 1 3 5 0 0 0 0 0
16 Kupinyesa CPS SR 7 1 3 1 6 2 5 1 5 8 6 13 5 13 5
17 Domkhar CPS SR 7 7 14 2 8 4 12 1 7 13 8 16 5 11 9
18 Tshochen CPS R 7 4 18 7 10 12 25 1 4 18 5 18 15 22 5
19 Shawa CPS R 4 0 4 6 11 4 7 1 4 15 0 0 0 0 0
20 Dangling CPS R 7 4 15 3 10 11 15 1 11 20 8 18 13 23 20
21 Ganglakhema CPS R 7 6 10 7 15 5 10 1 5 17 3 10 5 14 5
22 Pangkhar CPS R 4 5 8 3 5 4 9 1 9 12 0 0 0 0 0
23 Zham CPS R 7 6 11 4 9 3 6 1 4 8 7 10 2 6 6
24 Baptong CPS R 2 1 3 7 15 0 0 0 0 0 0 0 0 0 0
25 Ney CPS R 6 3 5 0 0 4 8 1 0 5 2 6 4 10 4
26 Ongar CPS VR 3 0 0 0 0 6 9 1 3 8 8 11 0 0 0
27 Thuenpey CPS VR 3 1 5 2 8 1 4 1 0 0 0 0 0 0 0
Total 185 195 406 189 383 207 417 24 192 405 223 448 210 400 185
7 Mongar
1 Gyelpozhing HSS U 20 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 Mongar HSS U 19 0 0 0 0 0 0 0 0 0 0 0 0 0 0
3 Drametse MSS SU 16 11 31 20 41 14 39 1 15 39 10 30 12 28 17
126
Annexure
NBht Total T:P
0 0 0 0 0 0 0 0 0 0 0 0 0 28 32 60 0 4 0 4
0 0 0 0 0 0 0 0 0 0 0 0 0 43 55 98 0 4 0 4
0 0 0 0 0 0 0 0 0 0 0 0 0 1 9 10 0 2 0 2
234 131 257 124 243 163 268 103 182 35 89 20 61 1498 1516 3014 24 112 7 143 21
0 0 0 0 0 0 0 0 0 0 0 0 0 23 9 32 0 1 0 1 32
0 0 0 0 0 0 0 0 0 0 0 0 0 23 9 32 0 1 0 1 32
234 131 257 124 243 163 268 103 182 35 89 20 61 1521 1525 3046 24 113 7 144 21
0 57 101 45 94 58 113 54 118 12 57 17 92 332 243 575 4 15 7 26

0 86 158 53 113 47 114 21 71 0 0 0 0 249 207 456 3 16 3 22
23 38 72 19 47 0 0 0 0 0 0 0 0 143 140 283 3 10 0 13
17 15 29 10 22 0 0 0 0 0 0 0 0 133 127 260 2 8 1 11
36 0 0 0 0 0 0 0 0 0 0 0 0 158 174 332 2 11 0 13
39 0 0 0 0 0 0 0 0 0 0 0 0 121 150 271 2 5 0 7
13 0 0 0 0 0 0 0 0 0 0 0 0 67 70 137 1 6 0 7
31 0 0 0 0 0 0 0 0 0 0 0 0 73 61 134 1 7 0 8
9 0 0 0 0 0 0 0 0 0 0 0 0 67 62 129 0 6 0 6
16 0 0 0 0 0 0 0 0 0 0 0 0 95 89 184 1 6 0 7
13 0 0 0 0 0 0 0 0 0 0 0 0 55 70 125 2 5 0 7
28 0 0 0 0 0 0 0 0 0 0 0 0 93 92 185 2 5 0 7
0 0 0 0 0 0 0 0 0 0 0 0 0 10 15 25 1 1 0 2
23 0 0 0 0 0 0 0 0 0 0 0 0 80 86 166 2 5 0 7
0 0 0 0 0 0 0 0 0 0 0 0 0 9 9 18 1 1 0 2
13 0 0 0 0 0 0 0 0 0 0 0 0 36 25 61 2 1 0 3
17 0 0 0 0 0 0 0 0 0 0 0 0 49 42 91 1 3 0 4
12 0 0 0 0 0 0 0 0 0 0 0 0 71 52 123 1 6 0 7
0 0 0 0 0 0 0 0 0 0 0 0 0 23 14 37 0 2 0 2
24 0 0 0 0 0 0 0 0 0 0 0 0 55 70 125 1 4 0 5
10 0 0 0 0 0 0 0 0 0 0 0 0 50 36 86 1 4 0 5
0 0 0 0 0 0 0 0 0 0 0 0 0 13 21 34 0 2 0 2
11 0 0 0 0 0 0 0 0 0 0 0 0 29 32 61 1 3 0 4
0 0 0 0 0 0 0 0 0 0 0 0 0 10 8 18 0 2 0 2
9 0 0 0 0 0 0 0 0 0 0 0 0 26 17 43 1 2 0 3
0 0 0 0 0 0 0 0 0 0 0 0 0 11 17 28 1 1 0 2
0 0 0 0 0 0 0 0 0 0 0 0 0 13 4 17 1 1 0 2
344 196 360 127 276 105 227 75 189 12 57 17 92 2071 1933 4004 37 138 11 186 22
0 75 139 69 159 75 146 70 160 30 118 29 117 491 348 839 4 23 8 35

0 0 0 0 0 140 255 93 195 43 121 53 112 354 329 683 5 25 8 38
36 26 75 36 78 47 113 12 48 0 0 0 0 338 220 558 4 14 3 21
127
Annexure
School Level Sec.
4 Yadi MSS SU 19 19 28 22 38 10 20 1 10 20 13 27 22 42 17
5 Mongar LSS U 21 65 103 47 88 44 86 2 45 78 31 64 48 83 33
6 Kurichhu LSS U 12 15 39 33 79 23 47 1 32 63 29 52 29 49 23
7 Kidheykhar (Kilikhar) LSS SU 10 14 27 19 33 13 25 1 26 47 17 48 25 41 23
8 Chaskhar LSS SR 9 12 30 17 32 17 45 1 17 39 20 42 23 35 19
9 Chali LSS SR 9 12 28 15 46 24 37 1 13 27 23 44 14 33 15
10 Serzhong LSS R 9 15 31 9 20 16 26 1 12 25 13 24 17 29 16
11 Nagor LSS VR 10 14 27 7 13 14 27 1 13 37 13 27 0 0 12
12 Kengkhar LSS VR 10 11 32 27 52 16 39 1 6 28 12 26 13 28 12
13 Bumpazor PS SR 7 7 16 14 23 7 17 1 7 15 7 16 9 17 6
14 Tsamang PS R 7 12 20 19 33 9 13 1 7 18 14 22 3 12 8
15 Tsakaling PS R 7 10 25 5 13 6 18 1 7 15 13 20 9 24 15
16 Zunglen PS R 7 11 15 4 15 7 13 1 2 7 8 16 4 6 5
17 Thangrong PS R 7 15 38 21 42 18 35 1 20 36 17 27 10 22 10
18 Jurmey PS VR 7 25 38 24 40 12 29 1 16 33 14 36 13 26 12
19 Ngatshang CPS SU 7 7 14 8 21 9 21 1 11 22 18 24 13 20 13
20 Ridaza CPS SU 7 23 39 12 26 15 42 1 15 35 28 40 17 33 14
21 Lingmithang CPS SU 7 14 36 15 34 16 36 1 24 39 12 37 12 24 27
22 Sengor CPS SR 7 4 11 8 14 5 7 1 4 11 2 7 4 6 7
23 Chaskhar Pam CPS SR 7 5 8 10 18 7 24 1 7 20 3 14 6 13 1
24 Wama CPS SR 4 10 14 5 8 6 13 1 4 7 0 0 0 0 0
25 Muhung CPS R 5 6 12 0 0 6 12 1 7 13 4 9 0 0 4
26 Baging CPS R 7 12 26 12 22 14 26 1 4 11 16 27 8 12 4
27 Konbar CPS R 7 11 17 3 6 3 16 1 3 9 12 17 5 6 3
28 Balam CPS R 7 18 43 18 35 15 27 1 25 36 18 38 6 20 9
29 Ganglapong CPS R 7 9 16 5 11 8 13 1 5 11 5 9 3 8 3
30 Banjar CPS R 6 2 6 5 7 4 6 1 3 6 7 12 3 8 5
31 Soenakhar CPS R 5 8 14 7 15 7 21 1 8 21 7 8 0 0 0
32 Resa CPS R 5 6 10 0 0 1 5 1 0 0 6 13 4 6 1
33 Thridangbi CPS R 7 15 27 5 13 7 15 1 11 20 8 14 8 14 7
34 Sherub Choling CPS R 5 2 7 2 7 6 11 1 12 15 2 4 0 0 0
35 Jaibab CPS R 4 4 10 4 8 5 12 1 8 14 0 0 0 0 0
36 Lingkhar CPS R 4 7 13 1 6 11 19 1 13 30 0 0 0 0 0
37 Narang CPS R 7 16 30 17 38 11 29 1 11 27 13 23 12 24 9
38 Waichur CPS R 6 4 10 5 12 7 17 1 7 18 10 17 4 11 0
39 Takhambi CPS R 7 6 11 1 7 0 2 1 1 4 4 9 5 10 1
40 Saling CPS R 6 5 11 3 7 0 0 0 6 11 7 7 2 5 3
41 Kalapang CPS R 3 5 11 0 0 3 6 1 10 17 0 0 0 0 0
42 Dagsa CPS VR 7 10 17 6 10 5 18 1 15 24 7 21 3 9 4
43 Yangbari CPS VR 6 2 11 6 15 0 0 0 10 23 6 14 13 18 6
44 Yaragla CPS VR 6 5 8 6 8 0 0 0 1 3 4 7 1 7 4
128
Annexure
NBht Total T:P
36 46 95 36 90 68 124 40 102 0 0 0 0 319 303 622 5 23 0 28
71 51 96 54 97 0 0 0 0 0 0 0 0 348 418 766 5 22 0 27
52 25 45 18 26 0 0 0 0 0 0 0 0 225 227 452 3 12 2 17
42 22 36 20 38 0 0 0 0 0 0 0 0 158 179 337 3 11 0 14
36 20 38 14 33 0 0 0 0 0 0 0 0 171 159 330 3 9 0 12
24 13 29 15 26 0 0 0 0 0 0 0 0 150 144 294 2 10 0 12
31 16 37 11 22 0 0 0 0 0 0 0 0 120 125 245 3 8 0 11
25 19 51 19 51 0 0 0 0 0 0 0 0 147 111 258 2 8 0 10
27 21 40 10 45 0 0 0 0 0 0 0 0 189 128 317 2 7 0 9
11 0 0 0 0 0 0 0 0 0 0 0 0 58 57 115 2 4 0 6
22 0 0 0 0 0 0 0 0 0 0 0 0 68 72 140 1 5 0 6
20 0 0 0 0 0 0 0 0 0 0 0 0 70 65 135 1 4 0 5
9 0 0 0 0 0 0 0 0 0 0 0 0 40 41 81 1 2 0 3
20 0 0 0 0 0 0 0 0 0 0 0 0 109 111 220 1 6 0 7
27 0 0 0 0 0 0 0 0 0 0 0 0 113 116 229 1 4 0 5
21 0 0 0 0 0 0 0 0 0 0 0 0 64 79 143 1 6 0 7
28 0 0 0 0 0 0 0 0 0 0 0 0 119 124 243 2 8 0 10
50 0 0 0 0 0 0 0 0 0 0 0 0 136 120 256 1 5 0 6
9 0 0 0 0 0 0 0 0 0 0 0 0 31 34 65 1 2 0 3
10 0 0 0 0 0 0 0 0 0 0 0 0 68 39 107 1 2 0 3
0 0 0 0 0 0 0 0 0 0 0 0 0 17 25 42 0 2 0 2
14 0 0 0 0 0 0 0 0 0 0 0 0 33 27 60 1 2 0 3
6 0 0 0 0 0 0 0 0 0 0 0 0 60 70 130 1 4 0 5
7 0 0 0 0 0 0 0 0 0 0 0 0 38 40 78 1 3 0 4
18 0 0 0 0 0 0 0 0 0 0 0 0 108 109 217 1 5 0 6
8 0 0 0 0 0 0 0 0 0 0 0 0 38 38 76 1 2 0 3
7 0 0 0 0 0 0 0 0 0 0 0 0 23 29 52 0 2 0 2
0 0 0 0 0 0 0 0 0 0 0 0 0 42 37 79 1 2 0 3
6 0 0 0 0 0 0 0 0 0 0 0 0 22 18 40 0 3 0 3
15 0 0 0 0 0 0 0 0 0 0 0 0 57 61 118 1 4 0 5
0 0 0 0 0 0 0 0 0 0 0 0 0 20 24 44 1 2 0 3
0 0 0 0 0 0 0 0 0 0 0 0 0 23 21 44 0 2 0 2
0 0 0 0 0 0 0 0 0 0 0 0 0 36 32 68 0 2 0 2
21 0 0 0 0 0 0 0 0 0 0 0 0 103 89 192 1 3 0 4
0 0 0 0 0 0 0 0 0 0 0 0 0 48 37 85 1 1 0 2
5 0 0 0 0 0 0 0 0 0 0 0 0 30 18 48 1 2 0 3
11 0 0 0 0 0 0 0 0 0 0 0 0 26 26 52 1 2 0 3
0 0 0 0 0 0 0 0 0 0 0 0 0 16 18 34 0 2 0 2
11 0 0 0 0 0 0 0 0 0 0 0 0 60 50 110 1 2 0 3
11 0 0 0 0 0 0 0 0 0 0 0 0 49 43 92 1 2 0 3
10 0 0 0 0 0 0 0 0 0 0 0 0 22 21 43 1 2 0 3
129
Annexure
School Level Sec.
45 Pangthang CPS VR 7 6 9 2 7 11 16 1 5 12 4 9 1 9 6
46 Silambi CPS VR 6 6 12 6 11 5 8 1 7 15 3 10 3 6 0
47 Bakla CPS VR 3 1 2 3 7 0 0 0 6 10 0 0 0 0 0
48 Broksar CPS VR 5 4 8 3 5 2 5 1 1 5 2 7 0 0 0
49 Udaric CPS VR 7 13 17 10 24 5 16 1 10 17 5 12 2 6 4
50 Sherub Reldri (Pvt) HSS SU 5 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total 395 514 1008 491 1010 444 959 44 502 1033 467 930 386 750 378
8 Paro
1 Drukgyel HSS U 22 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 Shari HSS SU 18 0 0 0 0 0 0 0 0 0 0 0 0 0 0
3 Shaba MSS U 14 0 0 0 0 0 0 0 0 0 0 0 0 0 0
4 Khangkhu MSS U 22 14 38 18 36 20 47 2 30 54 37 64 45 77 34
5 Gaupey LSS U 22 34 70 39 69 29 71 2 47 96 46 96 48 92 57
6 Drukgyel LSS U 18 41 77 29 61 36 80 2 43 75 35 65 36 57 33
7 Doteng LSS U 10 17 30 24 44 21 45 1 16 42 22 47 19 31 34
8 Lango LSS U 39 43 94 38 77 38 89 2 49 89 50 102 56 110 50
9 Woochu LSS U 25 36 83 33 74 51 92 3 47 98 58 115 42 92 45
10 Wanakha LSS SU 9 24 43 34 57 18 38 1 26 46 26 34 16 27 17
11 Bitekha LSS SR 10 25 51 27 54 19 48 1 19 44 24 50 31 56 32
12 Dawakha LSS SR 10 18 24 22 42 27 44 1 17 29 15 38 29 45 26
13 Shaba PS U 22 58 130 54 124 64 131 3 63 115 67 132 49 104 64
14 Taju PS SU 13 30 70 32 84 27 60 2 32 78 32 74 30 70 19
15 Gonyetsawa PS R 7 12 19 5 15 7 17 1 5 9 1 10 8 15 9
16 Issuna CPS SU 7 17 27 8 12 8 13 1 6 13 6 13 4 12 4
17 Ramechetsekha CPS R 7 9 16 9 18 10 20 1 8 22 14 24 11 21 4
18 Nabesa CPS R 6 4 6 0 0 1 1 1 2 3 3 4 2 4 0
19 Yoezerling Pvt. U 14 63 137 14 23 11 26 1 9 16 0 0 0 0 0
20 K. Gangri Pvt. U 6 22 44 1 4 3 9 1 1 3 0 0 0 0 0
21 Tenzin Pvt. U 11 0 0 0 0 0 0 0 0 0 0 0 0 0 0
22 Kuenga Pvt. SU 17 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total 329 467 959 387 794 390 831 26 420 832 436 868 426 813 428
9 P/Gatshel
1 Nangkhor HSS U 16 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 Pemagatshel MSS U 21 24 45 17 45 17 43 1 14 37 20 44 21 39 19
3 Nganglam MSS SU 9 0 0 0 0 0 0 0 0 0 0 0 0 0 0
4 Nganglam LSS SU 17 47 97 40 89 28 58 1 29 57 39 64 41 84 38
5 Shumar LSS SR 10 14 33 16 35 20 49 2 18 37 19 31 14 31 19
6 Gongpasingma LSS SR 12 7 17 8 14 6 11 1 10 14 10 25 17 24 8
7 Yurung LSS R 11 8 18 13 17 10 21 1 9 19 6 15 16 25 10
8 Tsebar LSS R 11 9 17 13 26 7 17 1 13 23 7 20 11 17 18
9 Dechenling LSS R 12 17 33 15 37 19 35 1 16 32 36 67 18 30 18
130
Annexure
NBht Total T:P
8 0 0 0 0 0 0 0 0 0 0 0 0 35 35 70 1 3 0 4
0 0 0 0 0 0 0 0 0 0 0 0 0 32 30 62 1 1 0 2
0 0 0 0 0 0 0 0 0 0 0 0 0 9 10 19 0 2 0 2
0 0 0 0 0 0 0 0 0 0 0 0 0 18 12 30 0 1 0 1
12 0 0 0 0 0 0 0 0 0 0 0 0 55 49 104 1 3 0 4
0 0 0 0 0 0 0 0 0 47 111 0 0 64 47 111 2 2 9 13
777 334 681 302 665 330 638 215 505 120 350 82 229 4970 4565 9535 74 283 30 387 25
0 0 0 0 0 191 346 189 339 56 161 84 176 502 520 1022 7 17 11 35

0 39 68 31 65 106 181 49 90 40 73 32 56 236 297 533 4 19 7 30
0 50 100 48 94 72 159 84 144 0 0 0 0 243 254 497 4 17 4 25
64 60 109 54 100 29 65 27 56 0 0 0 0 342 368 710 6 26 2 34
95 27 50 18 42 0 0 0 0 0 0 0 0 336 345 681 7 25 0 32
69 42 74 43 79 0 0 0 0 0 0 0 0 299 338 637 5 28 1 34
56 23 42 24 43 0 0 0 0 0 0 0 0 180 200 380 3 12 0 15
91 53 98 61 90 0 0 0 0 0 0 0 0 402 438 840 6 21 2 29
81 61 106 39 64 0 0 0 0 0 0 0 0 393 412 805 7 28 0 35
29 11 16 7 18 0 0 0 0 0 0 0 0 129 179 308 2 7 0 9
54 41 81 32 54 0 0 0 0 0 0 0 0 242 250 492 3 12 0 15
49 31 70 29 51 0 0 0 0 0 0 0 0 178 214 392 2 11 1 14
115 0 0 0 0 0 0 0 0 0 0 0 0 432 419 851 5 25 0 30
37 0 0 0 0 0 0 0 0 0 0 0 0 271 202 473 4 16 0 20
10 0 0 0 0 0 0 0 0 0 0 0 0 48 47 95 1 5 0 6
9 0 0 0 0 0 0 0 0 0 0 0 0 46 53 99 1 3 0 4
8 0 0 0 0 0 0 0 0 0 0 0 0 64 65 129 2 8 0 10
0 0 0 0 0 0 0 0 0 0 0 0 0 6 12 18 1 1 0 2
0 0 0 0 0 0 0 0 0 37 77 0 0 145 134 279 5 9 6 20
0 0 0 0 0 0 0 0 0 0 0 0 0 33 27 60 0 7 0 7
0 0 0 0 0 0 0 0 0 112 261 72 189 266 184 450 3 8 7 18
0 0 0 0 0 0 0 6 21 90 184 194 446 361 290 651 5 13 14 32
767 438 814 386 700 398 751 355 650 335 756 382 867 5154 5248 10402 83 318 55 456 23
0 0 0 0 0 63 149 71 138 51 163 53 165 377 238 615 4 13 5 22

32 45 77 27 60 71 177 53 143 0 0 0 0 414 328 742 5 21 4 30
0 0 0 0 0 77 163 49 131 0 0 0 0 168 126 294 2 9 3 14
58 73 148 53 118 0 0 0 0 0 0 0 0 385 388 773 2 22 1 25
26 19 43 16 35 0 0 0 0 0 0 0 0 165 155 320 2 10 1 13
27 52 118 39 85 0 0 0 0 0 0 0 0 178 157 335 2 11 1 14
19 34 81 34 75 0 0 0 0 0 0 0 0 150 140 290 2 9 0 11
29 41 78 32 69 0 0 0 0 0 0 0 0 145 151 296 1 11 0 12
30 30 56 23 57 0 0 0 0 0 0 0 0 185 192 377 3 8 0 11
131
Annexure
School Level Sec.
10 Chimong PS VR 6 4 8 6 17 6 14 1 0 0 11 22 6 11 7
11 Mikuri PS VR 7 8 19 10 25 15 20 1 16 24 11 21 5 15 7
12 Dungmin PS VR 6 7 11 0 0 6 11 1 4 9 3 9 6 10 9
13 Tshatsi PS VR 7 13 23 12 26 22 38 1 4 12 10 24 11 23 10
14 Khar CPS SR 7 4 15 17 25 8 20 1 14 27 12 22 11 20 12
15 Khothakpa CPS SR 7 18 32 17 36 15 34 1 17 39 14 27 18 34 12
16 Thongsa CPS SR 7 8 15 4 10 4 10 1 5 10 3 10 6 20 5
17 Woongchilo CPS SR 7 4 14 7 21 12 19 1 6 13 6 14 9 12 3
18 Dagor CPS R 6 2 6 6 10 4 11 1 0 0 4 8 3 10 3
19 Khangma CPS R 7 8 19 7 10 4 11 1 7 11 8 11 6 9 6
20 Shali CPS R 7 8 19 10 23 8 21 1 16 27 8 21 13 22 8
21 Khenrigonpa CPS R 6 4 9 0 0 4 12 1 3 14 8 13 6 15 12
22 Choekhorling CPS R 5 0 0 3 9 5 9 1 0 0 6 14 7 12 7
23 Kerong CPS R 6 6 9 0 0 1 9 1 5 6 2 4 3 8 3
24 Norbugang CPS R 7 6 16 9 17 7 11 1 4 24 12 32 12 26 8
25 Rezimo CPS VR 7 3 6 4 7 8 12 1 9 12 6 15 3 9 7
26 Nyaskhar CPS VR 4 3 5 1 3 3 8 1 0 0 2 4 0 0 0
27 Khenzore CPS VR 6 2 7 2 8 11 20 1 13 18 11 17 4 13 0
28 Laniri CPS VR 5 0 0 4 7 3 12 1 0 0 6 14 8 9 7
29 Chongshing CPS VR 5 3 5 5 9 6 10 1 0 0 2 7 7 13 0
30 Resinang CPS VR 6 1 3 1 3 2 7 1 1 3 2 8 5 8 0
31 Yelchen CPS VR 7 10 17 8 20 3 9 1 4 9 13 20 6 15 7
Total 257 248 518 255 549 264 562 30 237 477 297 603 293 564 263
1 Pangthang( Yelchen) ECR VR 4 4 10 5 6 1 8 1 3 5 0 0 0 0 0
2 Ngangshing (Gonpas- ECR VR 4 9 15 3 5 1 4 1 2 8 0 0 0 0 0
3 Yumzor (Chongshing ECR VR 3 3 6 3 4 1 1 1 0 0 0 0 0 0 0
4 Gashari (Norbugang ECR R 4 6 10 6 11 3 11 1 2 5 0 0 0 0 0
5 Kheri (Khenrigonpa ECR R 3 2 8 3 4 0 0 0 2 2 0 0 0 0 0
6 Ngamalang (Gonpas- ECR SR 4 5 11 2 6 3 11 1 2 5 0 0 0 0 0
Total 22 29 60 22 36 9 35 5 11 25 0 0 0 0 0
G.Total 279 277 578 277 585 273 597 35 248 502 297 603 293 564 263
10 Punakha
1 Punakha HSS U 18 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 Khuruthang MSS U 27 39 98 48 99 52 87 2 44 81 42 90 51 87 44
3 Thinleygang MSS SU 12 0 0 0 0 0 0 0 0 0 0 0 0 0 0
4 Trashhidingkha MSS SR 14 0 0 0 0 0 0 0 0 0 0 0 0 0 0
5 Bjijokha LSS SR 10 18 39 24 38 23 42 1 25 38 26 49 18 39 13
6 Kabesa LSS SR 17 37 65 40 78 38 71 2 32 70 46 72 38 62 29
7 Shengana LSS SR 9 11 24 13 27 11 21 1 10 20 16 32 7 26 11
8 Lobesa LSS SR 26 51 95 57 105 65 121 3 47 92 42 80 71 110 50
132
Annexure
NBht Total T:P
13 0 0 0 0 0 0 0 0 0 0 0 0 45 40 85 1 4 0 5
12 0 0 0 0 0 0 0 0 0 0 0 0 64 72 136 2 5 0 7
15 0 0 0 0 0 0 0 0 0 0 0 0 30 35 65 1 2 0 3
23 0 0 0 0 0 0 0 0 0 0 0 0 87 82 169 0 6 0 6
22 0 0 0 0 0 0 0 0 0 0 0 0 73 78 151 1 6 0 7
25 0 0 0 0 0 0 0 0 0 0 0 0 116 111 227 0 5 1 6
12 0 0 0 0 0 0 0 0 0 0 0 0 52 35 87 1 4 0 5
10 0 0 0 0 0 0 0 0 0 0 0 0 56 47 103 1 5 0 6
8 0 0 0 0 0 0 0 0 0 0 0 0 31 22 53 0 5 0 5
18 0 0 0 0 0 0 0 0 0 0 0 0 43 46 89 1 4 0 5
16 0 0 0 0 0 0 0 0 0 0 0 0 78 71 149 1 5 0 6
16 0 0 0 0 0 0 0 0 0 0 0 0 42 37 79 1 4 0 5
10 0 0 0 0 0 0 0 0 0 0 0 0 26 28 54 1 4 0 5
7 0 0 0 0 0 0 0 0 0 0 0 0 23 20 43 0 3 0 3
25 0 0 0 0 0 0 0 0 0 0 0 0 93 58 151 1 6 0 7
11 0 0 0 0 0 0 0 0 0 0 0 0 32 40 72 0 3 0 3
0 0 0 0 0 0 0 0 0 0 0 0 0 11 9 20 0 1 0 1
0 0 0 0 0 0 0 0 0 0 0 0 0 40 43 83 1 3 0 4
9 0 0 0 0 0 0 0 0 0 0 0 0 23 28 51 0 3 0 3
0 0 0 0 0 0 0 0 0 0 0 0 0 21 23 44 1 3 0 4
0 0 0 0 0 0 0 0 0 0 0 0 0 20 12 32 0 2 0 2
11 0 0 0 0 0 0 0 0 0 0 0 0 50 51 101 1 5 0 6
484 294 601 224 499 211 489 173 412 51 163 53 165 3223 2863 6086 38 202 16 256 24
0 0 0 0 0 0 0 0 0 0 0 0 0 16 13 29 0 2 0 2
0 0 0 0 0 0 0 0 0 0 0 0 0 17 15 32 0 1 0 1
0 0 0 0 0 0 0 0 0 0 0 0 0 4 7 11 0 1 0 1
0 0 0 0 0 0 0 0 0 0 0 0 0 20 17 37 0 1 0 1
0 0 0 0 0 0 0 0 0 0 0 0 0 7 7 14 0 1 0 1
0 0 0 0 0 0 0 0 0 0 0 0 0 21 12 33 0 1 0 1
0 0 0 0 0 0 0 0 0 0 0 0 0 85 71 156 0 7 0 7 22
484 294 601 224 499 211 489 173 412 51 163 53 165 3308 2934 6242 38 209 16 263 24
0 0 0 0 0 39 82 99 195 90 211 76 178 362 304 666 6 25 11 42

83 74 133 57 109 28 64 31 51 0 0 0 0 472 510 982 6 29 6 41
0 55 82 60 116 52 92 56 103 0 0 0 0 170 223 393 3 10 3 16
0 63 117 79 152 94 168 54 87 0 0 0 0 234 290 524 4 14 2 20
21 13 26 15 25 0 0 0 0 0 0 0 0 142 175 317 4 11 1 16
47 33 50 52 65 0 0 0 0 0 0 0 0 235 345 580 6 13 1 20
23 11 23 8 15 0 0 0 0 0 0 0 0 113 98 211 3 9 1 13
69 53 80 37 51 0 0 0 0 0 0 0 0 330 473 803 6 22 1 29
133
Annexure
School Level Sec.
9 Thinleygang PS SU 9 14 31 14 36 15 31 1 24 41 24 60 21 38 27
10 Tshochasa PS SR 7 6 13 10 21 9 20 1 8 15 6 15 8 12 9
11 Logodama PS SR 18 37 86 57 103 36 70 2 50 91 51 91 43 72 38
12 Mendhagang CPS SU 7 10 26 22 43 14 32 1 16 29 12 24 14 26 15
13 Goenshari CPS SR 7 11 25 9 24 10 17 1 13 24 13 22 10 19 4
14 Laptsakha CPS SR 7 7 26 10 21 15 29 1 13 24 13 27 15 29 9
15 Nobgang CPS SR 7 5 12 3 10 4 9 1 5 11 5 7 5 7 6
16 Tahogang CPS SR 7 11 15 5 11 4 8 1 7 11 5 10 6 9 9
17 Phulusu CPS SR 4 7 14 0 4 3 10 1 5 9 0 0 0 0 0
18 Lakhu CPS SR 5 14 30 11 21 6 10 1 7 12 4 12 0 0 0
19 Wolathang CPS R 7 13 22 7 21 5 12 1 8 15 5 7 0 7 5
20 Nawakha CPS R 5 8 19 13 20 14 23 1 10 21 7 16 0 0 0
Total 223 299 640 343 682 324 613 22 324 604 317 614 307 543 269
Ugyen Academy
1 HSS U 25 0 0 0 0 0 0 0 0 0 0 0 0 0 0
(Pvt)
Total 25 0 0 0 0 0 0 0 0 0 0 0 0 0 0
G.Total 248 299 640 343 682 324 613 22 324 604 317 614 307 543 269
11 S/Jongkhar
1 Samdrupjongkhar MSS U 20 0 0 0 0 0 0 0 0 0 53 104 50 98 56
2 Garpawoong MSS MSS U 9 0 0 0 0 0 0 0 0 0 0 0 0 0 0
3 Phuntshothang MSS SR 22 63 120 42 93 70 149 3 40 98 43 107 56 98 48
4 Martshalla MSS R 8 0 0 0 0 0 0 0 0 0 0 0 0 0 0
5 Orong MSS R 13 0 0 0 0 0 0 0 0 0 0 0 0 0 0
6 Jomotshangkha LSS SU 15 39 77 26 48 24 62 2 31 63 26 46 26 54 22
7 Pemathang LSS R 11 27 53 19 37 28 49 1 30 59 28 60 41 69 14
8 Gomdar LSS R 11 18 40 21 39 19 44 1 24 48 20 42 20 43 20
9 Minjiwoong LSS R 12 0 0 4 14 7 17 1 9 16 11 19 8 14 7
10 Orong LSS R 12 19 27 19 42 21 33 1 26 48 26 53 18 49 32
11 Samdrupjongkhar PS U 15 46 103 71 131 68 134 4 64 134 0 0 0 0 0
12 Deothang PS U 18 68 125 44 105 35 82 2 38 86 54 88 49 93 54
13 Yarphu PS R 7 7 12 8 17 9 19 1 9 17 14 34 11 23 15
14 Martshala PS R 7 19 44 29 49 23 47 1 20 53 23 51 21 47 22
15 Lauri PS VR 1 16 38 24 49 35 73 0 24 50 26 47 18 45 27
16 Rikhey CPS SU 7 12 22 14 27 11 27 1 8 24 13 29 13 21 8
17 Wooling CPS SR 7 11 22 6 16 20 44 1 18 34 22 50 19 45 14
18 Barzor CPS R 5 11 20 13 26 9 31 1 19 43 10 26 0 0 0
19 Wangphu CPS R 5 34 64 22 37 3 9 1 5 9 0 0 0 0 0
20 Zamtari CPS VR 7 5 14 3 6 7 17 1 15 22 19 36 8 16 6
21 Monmola CPS VR 7 8 24 13 23 14 34 1 12 22 13 21 16 38 16
22 Tshotsalo CPS VR 7 3 8 1 7 8 14 1 7 12 3 6 7 13 3
134
Annexure
NBht Total T:P
55 0 0 0 0 0 0 0 0 0 0 0 0 153 139 292 3 9 0 12
14 0 0 0 0 0 0 0 0 0 0 0 0 54 56 110 2 6 0 8
71 0 0 0 0 0 0 0 0 0 0 0 0 272 312 584 4 17 0 21
27 0 0 0 0 0 0 0 0 0 0 0 0 104 103 207 1 8 0 9
8 0 0 0 0 0 0 0 0 0 0 0 0 69 70 139 2 5 0 7
25 0 0 0 0 0 0 0 0 0 0 0 0 99 82 181 2 6 0 8
11 0 0 0 0 0 0 0 0 0 0 0 0 34 33 67 1 4 0 5
9 0 0 0 0 0 0 0 0 0 0 0 0 26 47 73 1 3 0 4
0 0 0 0 0 0 0 0 0 0 0 0 0 22 15 37 0 2 0 2
0 0 0 0 0 0 0 0 0 0 0 0 0 43 42 85 0 4 0 4
11 0 0 0 0 0 0 0 0 0 0 0 0 52 43 95 1 4 0 5
0 0 0 0 0 0 0 0 0 0 0 0 0 47 52 99 1 4 0 5
474 302 511 308 533 213 406 240 436 90 211 76 178 3033 3412 6445 56 205 26 287 23
0 6 12 7 16 9 33 14 37 156 316 242 455 435 434 869 7 23 8 38 23
0 6 12 7 16 9 33 14 37 156 316 242 455 435 434 869 7 23 8 38 23
474 308 523 315 549 222 439 254 473 246 527 318 633 3468 3846 7314 63 228 34 325 23
113 65 105 57 107 27 72 27 65 0 0 0 0 329 335 664 4 14 9 27

0 46 78 44 66 37 90 27 55 0 0 0 0 135 154 289 2 10 6 18
96 61 112 43 100 26 63 16 44 0 0 0 0 572 508 1080 3 20 3 26
0 28 84 26 63 29 70 11 54 0 0 0 0 177 94 271 2 8 0 10
0 0 0 0 0 97 243 70 195 0 0 0 0 271 167 438 3 10 3 16
53 36 60 17 33 0 0 0 0 0 0 0 0 249 247 496 2 10 4 16
41 20 39 15 31 0 0 0 0 0 0 0 0 216 222 438 2 7 0 9
43 35 69 32 63 0 0 0 0 0 0 0 0 222 209 431 2 8 2 12
15 67 125 46 89 0 0 0 0 0 0 0 0 150 159 309 2 6 1 9
59 42 84 47 93 0 0 0 0 0 0 0 0 238 250 488 2 9 3 14
0 0 0 0 0 0 0 0 0 0 0 0 0 253 249 502 1 18 0 19
100 0 0 0 0 0 0 0 0 0 0 0 0 337 342 679 3 17 2 22
27 0 0 0 0 0 0 0 0 0 0 0 0 76 73 149 0 5 0 5
44 0 0 0 0 0 0 0 0 0 0 0 0 178 157 335 1 6 0 7
48 0 0 0 0 0 0 0 0 0 0 0 0 180 170 350 0 9 0 9
21 0 0 0 0 0 0 0 0 0 0 0 0 92 79 171 1 7 0 8
30 0 0 0 0 0 0 0 0 0 0 0 0 131 110 241 1 4 0 5
0 0 0 0 0 0 0 0 0 0 0 0 0 84 62 146 0 3 0 3
0 0 0 0 0 0 0 0 0 0 0 0 0 55 64 119 0 3 0 3
10 0 0 0 0 0 0 0 0 0 0 0 0 58 63 121 1 2 0 3
30 0 0 0 0 0 0 0 0 0 0 0 0 100 92 192 1 5 0 6
7 0 0 0 0 0 0 0 0 0 0 0 0 35 32 67 0 2 0 2
135
Annexure
23 Zangthey CPS VR 7 5 5 16 24 15 22 1 11 22 6 18 26 34 18
24 Dungmanma CPS VR 6 9 22 5 11 10 20 1 11 26 0 0 8 14 5
School Level Sec.
25 Sarjung CPS VR 7 9 32 16 28 10 23 1 3 14 4 17 8 13 6
26 Dechen Pvt. U 7 39 84 5 15 5 11 1 5 10 0 0 0 0 0
Total 253 468 956 421 844 451 961 28 429 910 414 854 423 827 393
1 Philuma (Orong LSS) ECR R 1 13 25 0 0 0 0 0 0 0 0 0 0 0 0
2 Nainital (Pemathang ECR R 2 11 19 4 10 0 0 0 0 0 0 0 0 0 0
Total 3 24 44 4 10 0 0 0 0 0 0 0 0 0 0
G.Total 256 492 1000 425 854 451 961 28 429 910 414 854 423 827 393
12 Samtse
1 Samtse HSS U 19 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 Gomtu MSS U 40 101 201 119 223 115 225 4 94 202 82 193 79 165 71
3 Peljorling MSS SU 41 77 174 60 127 82 186 4 96 204 95 209 120 219 73
Yoeseltse
4 MSS SU 29 47 87 46 89 54 106 3 48 106 51 104 50 94 56
(Ghumauney)
5 Tendu MSS SU 33 49 107 87 174 88 180 4 65 148 68 146 74 172 40
6 Dorokha MSS R 24 30 52 30 57 35 68 2 34 70 30 62 60 104 61
7 Samtse LSS U 35 92 178 101 191 68 132 3 81 172 75 143 74 149 68
8 Chengmari PS SU 17 36 82 38 74 36 71 2 45 90 52 109 44 86 23
9 Denchukha PS VR 10 18 43 19 32 20 38 1 26 61 25 54 25 58 25
10 Sengdhyen PS VR 12 34 67 25 47 26 60 2 29 62 16 53 29 92 14
11 Mechetar CPS U 11 25 42 34 64 32 63 2 19 41 23 47 26 58 31
12 Chargharey CPS SU 13 34 83 42 75 16 42 1 39 77 21 60 26 68 25
13 Ugentse (Nainital) CPS SU 8 20 38 30 68 11 31 1 29 67 15 37 21 48 15
14 Bara CPS SR 13 53 114 29 53 57 102 2 31 68 26 66 30 65 22
15 Namgaycholing CPS SR 10 38 76 42 88 75 164 4 23 50 0 0 0 0 0
16 Phensum CPS SR 2 31 62 0 0 0 0 0 0 0 0 0 0 0 0
17 Panbari CPS R 7 40 81 64 139 0 0 0 0 0 0 0 0 0 0
18 Mindruling CPS VR 7 17 45 18 44 27 49 1 28 50 16 36 14 34 22
19 Taba Dramtoe CPS VR 8 23 48 25 45 28 59 2 42 102 10 30 0 0 0
Total 339 765 1580 809 1590 770 1576 38 729 1570 605 1349 672 1412 546
1 Jaringay (Mindruling ECR VR 2 10 26 10 20 0 0 0 0 0 0 0 0 0 0
2 Pungtha (Denchukha ECR VR 2 0 7 13 22 0 0 0 0 0 0 0 0 0 0
3 Baseni (Denchukha ECR VR 2 11 14 25 43 0 0 0 0 0 0 0 0 0 0
4 Dzongsar (Tendu ECR SU 1 21 44 0 0 0 0 0 0 0 0 0 0 0 0
5 Nangladang (Cheng- ECR SU 1 16 26 0 0 0 0 0 0 0 0 0 0 0 0
6 Kirney (Chengmari ECR SU 1 14 33 0 0 0 0 0 0 0 0 0 0 0 0
7 Malbasey (Samtse ECR U 1 12 30 0 0 0 0 0 0 0 0 0 0 0 0
8 Sanglung (Sengdhyen ECR VR 1 14 27 0 0 0 0 0 0 0 0 0 0 0 0
9 Dumshidara (Gomtu ECR U 1 21 42 0 0 0 0 0 0 0 0 0 0 0 0
10 Tading (Taba Dramtoe ECR VR 1 9 21 0 0 0 0 0 0 0 0 0 0 0 0
136
Annexure
31 0 0 0 0 0 0 0 0 0 0 0 0 59 97 156 1 5 0 6
13 0 0 0 0 0 0 0 0 0 0 0 0 58 48 106 1 2 0 3

NBht Total T:P
13 0 0 0 0 0 0 0 0 0 0 0 0 84 56 140 1 4 0 5
0 0 0 0 0 0 0 0 0 0 0 0 0 66 54 120 2 4 2 8
794 400 756 327 645 216 538 151 413 0 0 0 0 4405 4093 8498 38 198 35 271 31
0 0 0 0 0 0 0 0 0 0 0 0 0 12 13 25 1 0 0 1
0 0 0 0 0 0 0 0 0 0 0 0 0 14 15 29 0 1 0 1
0 0 0 0 0 0 0 0 0 0 0 0 0 26 28 54 1 1 0 2 27
794 400 756 327 645 216 538 151 413 0 0 0 0 4431 4121 8552 39 199 35 273 31
0 0 0 103 203 88 171 64 141 33 64 38 79 332 326 658 4 14 11 29

160 72 130 64 128 39 85 31 68 0 0 0 0 913 867 1780 8 26 14 48
143 92 191 80 146 70 131 38 79 0 0 0 0 926 883 1809 8 43 5 56
100 52 104 34 96 37 91 27 64 0 0 0 0 539 502 1041 7 24 6 37 28
90 63 132 51 95 46 83 25 57 0 0 0 0 728 656 1384 7 24 4 35

108 73 162 59 143 36 91 34 107 0 0 0 0 542 482 1024 2 19 0 21
124 131 271 0 0 0 0 0 0 0 0 0 0 670 690 1360 4 42 2 48
62 0 0 0 0 0 0 0 0 0 0 0 0 300 274 574 2 23 0 25
49 0 0 0 0 0 0 0 0 0 0 0 0 177 158 335 2 8 0 10
36 0 0 0 0 0 0 0 0 0 0 0 0 244 173 417 1 8 0 9
63 0 0 0 0 0 0 0 0 0 0 0 0 188 190 378 1 15 0 16
52 0 0 0 0 0 0 0 0 0 0 0 0 254 203 457 0 12 0 12
31 0 0 0 0 0 0 0 0 0 0 0 0 179 141 320 1 8 0 9
28 0 0 0 0 0 0 0 0 0 0 0 0 248 248 496 3 9 0 12
0 0 0 0 0 0 0 0 0 0 0 0 0 200 178 378 2 9 0 11
0 0 0 0 0 0 0 0 0 0 0 0 0 31 31 62 1 2 0 3
0 0 0 0 0 0 0 0 0 0 0 0 0 116 104 220 1 7 0 8
39 0 0 0 0 0 0 0 0 0 0 0 0 155 142 297 1 5 0 6
0 0 0 0 0 0 0 0 0 0 0 0 0 156 128 284 2 7 0 9
1085 483 990 391 811 316 652 219 516 33 64 38 79 6898 6376 13274 57 305 42 404 33
0 0 0 0 0 0 0 0 0 0 0 0 0 26 20 46 0 1 0 1
0 0 0 0 0 0 0 0 0 0 0 0 0 16 13 29 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 21 36 57 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 23 21 44 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 10 16 26 0 1 0 1
0 0 0 0 0 0 0 0 0 0 0 0 0 19 14 33 0 1 0 1
0 0 0 0 0 0 0 0 0 0 0 0 0 18 12 30 0 1 0 1
0 0 0 0 0 0 0 0 0 0 0 0 0 13 14 27 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 21 21 42 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 12 9 21 0 0 0 0
137
Annexure
11 Garigaon ( Taba ECR VR 1 17 34 0 0 0 0 0 0 0 0 0 0 0 0
12 Jumsa (Tendu MSS) ECR SU 1 21 44 0 0 0 0 0 0 0 0 0 0 0 0
School Level Sec.
13 Lamitar (Gumauney ECR SU 1 12 21 0 0 0 0 0 0 0 0 0 0 0 0
Total 16 178 369 48 85 0 0 0 0 0 0 0 0 0 0
G.Total 355 943 1949 857 1675 770 1576 38 729 1570 605 1349 672 1412 546
13 Sarpang
1 Gelephu HSS U 12 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 Sarpang HSS U 19 0 0 0 0 0 0 0 0 0 0 0 0 0 0
3 Peltrithang MSS U 36 65 132 85 172 72 142 3 71 147 70 169 77 142 68
4 Norbuling MSS SR 26 22 36 22 43 20 43 1 28 50 31 56 20 43 35
5 Gelephu LSS U 42 98 195 118 216 103 195 4 91 185 101 193 116 227 114
6 Sarpang LSS U 30 102 179 69 143 60 118 3 82 153 60 144 83 142 61
7 Dekiling LSS SU 13 22 50 25 51 30 55 1 26 62 35 69 28 75 35
8 Jigmiling LSS SU 10 25 46 27 59 22 45 1 26 52 27 51 29 53 31
9 Dechen Pelri (Jarwa) CPS SU 7 19 33 18 29 15 28 1 9 20 8 17 7 16 12
10 Serzhong CPS SU 7 14 34 14 30 17 35 1 19 34 10 25 12 39 16
11 Chuzagang CPS SR 8 18 30 29 63 29 48 1 26 56 18 42 36 52 18
12 Jigmecholing CPS SR 14 53 94 45 96 30 61 2 32 59 36 91 57 105 40
13 Umling CPS SR 9 15 35 20 46 17 48 1 22 59 29 55 25 57 27
14 Bhur CPS R 5 25 50 18 37 19 38 1 15 36 0 0 0 0 0
15 Lharing CPS R 4 16 36 19 37 14 33 1 14 32 0 0 0 0 0
16 Pangkhey CPS R 6 30 64 31 59 5 13 1 10 23 0 0 0 0 0
17 Maugaon CPS R 1 23 46 0 0 0 0 0 0 0 0 0 0 0 0
18 Gong CPS R 2 39 63 0 0 0 0 0 0 0 0 0 0 0 0
19 Retey CPS VR 7 4 10 4 6 4 8 1 6 16 6 8 4 8 2
Total 258 590 1133 544 1087 457 910 23 477 984 431 920 494 959 459
18 Kuendrup (Pvt) HSS U 17 10 26 5 12 4 5 1 1 3 0 0 0 0 0
19 Samphel (Pvt) PS U 3 12 22 0 0 0 4 1 0 0 4 5 0 0 0
Total 20 22 48 5 12 4 9 2 1 3 4 5 0 0 0
1 Kharpaney (Lharing ECR R 1 12 22 0 0 0 0 0 0 0 0 0 0 0 0
Total 1 12 22 0 0 0 0 0 0 0 0 0 0 0 0
G.Total 279 624 1203 549 1099 461 919 25 478 987 435 925 494 959 459
14 Thimphu
1 Yangchenphug HSS U 37 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 Motithang HSS U 31 0 0 0 0 0 0 0 0 0 0 0 0 0 0
3 Dechencholing MSS U 49 56 124 88 168 79 166 4 88 171 97 188 85 180 78
4 Lungtenzampa MSS U 33 0 0 0 0 0 0 0 0 0 0 0 0 0 0
5 Khasadrapchu MSS U 28 37 74 33 66 37 70 2 49 90 39 77 44 86 46
6 Babesa MSS U 14 0 0 0 0 0 0 0 0 0 0 0 0 0 0
7 Changangkha LSS U 26 16 40 42 85 35 56 1 39 86 75 129 52 105 58
138
Annexure
0 0 0 0 0 0 0 0 0 0 0 0 0 17 17 34 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 23 21 44 0 0 0 0

NBht Total T:P
0 0 0 0 0 0 0 0 0 0 0 0 0 9 12 21 0 1 0 1
0 0 0 0 0 0 0 0 0 0 0 0 0 228 226 454 0 5 0 5 91
1085 483 990 391 811 316 652 219 516 33 64 38 79 7126 6602 13728 57 310 42 409 34
0 0 0 0 0 98 191 85 167 49 82 21 66 253 253 506 4 19 9 32

0 0 0 0 0 104 220 81 178 44 111 13 45 312 242 554 5 18 12 35
135 71 150 86 138 45 107 29 59 0 0 0 0 754 739 1493 9 39 2 50
62 104 191 92 196 73 162 26 84 0 0 0 0 493 473 966 4 26 1 31
214 107 194 124 224 0 0 0 0 0 0 0 0 871 972 1843 8 40 6 54
116 69 120 50 109 0 0 0 0 0 0 0 0 588 636 1224 7 27 0 34
72 22 52 19 43 0 0 0 0 0 0 0 0 287 242 529 2 15 0 17
51 21 43 20 37 0 0 0 0 0 0 0 0 209 228 437 1 11 0 12
22 0 0 0 0 0 0 0 0 0 0 0 0 77 88 165 2 6 0 8
32 0 0 0 0 0 0 0 0 0 0 0 0 127 102 229 1 7 0 8
33 0 0 0 0 0 0 0 0 0 0 0 0 150 174 324 1 9 0 10
75 0 0 0 0 0 0 0 0 0 0 0 0 288 293 581 3 12 0 15
50 0 0 0 0 0 0 0 0 0 0 0 0 195 155 350 1 10 0 11
0 0 0 0 0 0 0 0 0 0 0 0 0 84 77 161 1 5 0 6
0 0 0 0 0 0 0 0 0 0 0 0 0 75 63 138 0 3 0 3
0 0 0 0 0 0 0 0 0 0 0 0 0 83 76 159 0 3 0 3
0 0 0 0 0 0 0 0 0 0 0 0 0 23 23 46 0 1 0 1
0 0 0 0 0 0 0 0 0 0 0 0 0 24 39 63 0 1 0 1
7 0 0 0 0 0 0 0 0 0 0 0 0 33 30 63 0 3 0 3
869 394 750 391 747 320 680 221 488 93 193 34 111 4926 4905 9831 49 255 30 334 29
0 0 0 0 0 0 0 0 0 134 252 122 254 276 276 552 4 9 11 24
0 0 0 0 0 0 0 0 0 0 0 0 0 15 16 31 0 3 0 3
0 0 0 0 0 0 0 0 0 134 252 122 254 291 292 583 4 12 11 27 22

0 0 0 0 0 0 0 0 0 0 0 0 0 10 12 22 0 1 0 1
0 0 0 0 0 0 0 0 0 0 0 0 0 10 12 22 0 1 0 1 22
869 394 750 391 747 320 680 221 488 227 445 156 365 5227 5209 10436 53 268 41 362 29
0 0 0 0 0 234 411 219 366 216 359 178 316 605 847 1452 9 25 28 62
0 0 0 0 0 223 415 213 381 106 188 83 165 524 625 1149 8 35 18 61
154 87 156 107 187 75 144 68 131 0 0 0 0 861 908 1769 12 54 10 76
0 110 204 92 141 203 350 179 335 0 0 0 0 446 584 1030 6 32 13 51
96 52 91 41 91 28 56 27 52 0 0 0 0 416 433 849 8 20 9 37
0 55 102 34 64 74 171 55 136 0 0 0 0 255 218 473 4 15 4 23
112 122 227 93 166 0 0 0 0 0 0 0 0 474 532 1006 5 33 5 43
139
Annexure
8 Choden LSS U 8 0 0 0 0 0 0 0 0 0 0 0 0 0 0
9 Jigme Namgyel LSS U 34 66 121 60 121 57 100 3 60 135 53 124 56 109 72
School Level Sec.
10 Zilukha LSS U 26 40 91 60 108 47 101 3 47 96 49 117 48 91 56
11 Changzamtog LSS U 31 51 92 43 105 48 103 2 56 130 88 169 68 152 60
12 Loselling LSS U 19 23 60 55 119 63 117 2 61 106 56 96 66 109 47
13 Chang Rigphel LSS SU 17 38 77 45 111 37 77 2 35 72 34 78 35 68 21
14 Genekha LSS SR 10 12 23 12 25 11 24 1 18 30 18 43 18 33 23
15 Chamgang LSS SR 9 19 33 15 31 23 52 1 25 48 19 35 18 29 16
16 Jigme Losel PS U 21 58 109 62 120 67 118 3 73 140 39 99 76 131 60
17 Lungtenphu PS U 30 79 168 112 207 90 169 4 72 160 74 152 97 178 70
18 Rinchen Kuenphen PS U 21 57 100 54 81 51 123 3 57 109 62 121 77 133 60
19 Changbangdu PS U 17 41 85 48 81 47 101 3 47 94 30 75 19 52 34
20 Zilnon Namgyeling PS U 19 38 64 39 77 52 108 2 76 143 50 118 52 101 43
21 Babesa PS U 22 61 120 65 119 75 150 4 63 120 55 110 59 119 49
22 Kuzshugchen CPS U 9 30 43 16 48 20 38 1 12 35 11 31 17 28 9
23 Hongtsho CPS U 7 14 31 12 30 13 27 1 16 27 13 28 14 25 6
24 Jemina CPS SU 5 12 37 16 45 17 41 1 15 22 12 23 0 0 0
25 Sisina CPS SU 7 21 35 16 27 18 32 1 10 18 6 17 11 19 4
26 Tshaluna CPS R 7 8 18 6 15 7 11 1 7 11 6 19 6 12 8
27 Lingzhi CPS D 7 6 14 6 8 3 6 1 6 9 1 8 2 4 2
Total 544 783 1559 905 1797 897 1790 46 932 1852 887 1857 920 1764 822
1 Rinchen (Pvt) HSS U 20 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 Nima (Pvt) HSS U 21 0 0 0 0 0 0 0 0 0 0 0 0 0 0
3 Kelki (Pvt) HSS U 20 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total 61 0 0 0 0 0 0 0 0 0 0 0 0 0 0
1 Druk (Pvt) MSS U 15 14 25 23 54 21 54 2 28 52 28 51 8 25 15
Total 15 14 25 23 54 21 54 2 28 52 28 51 8 25 15
1 Dr. Tobgyel (Pvt) LSS U 19 23 50 27 48 33 72 3 27 54 36 67 16 40 26
Total 19 23 50 27 48 33 72 3 27 54 36 67 16 40 26
1 Sunshine (Pvt) PS U 8 27 50 20 47 16 29 1 13 19 6 17 11 15 14
2 Early Learning Centre PS U 19 36 69 32 60 37 61 3 22 53 20 47 18 38 21
3 Little Dragon (Pvt) PS U 13 39 75 27 45 11 23 2 17 27 10 21 7 10 5
4 Etho Metho (Rigsar) PS SU 15 88 176 20 41 7 26 1 7 16 3 6 1 4 4
5 Rigpey Jungney (Pvt) PS SU 3 6 18 3 6 1 2 1 0 0 0 0 0 0 0
6 Thimphu (Pvt) PS SU 10 20 42 22 40 18 36 2 25 39 7 20 12 21 0
7 Phuensum (Pvt) PS U 8 25 46 10 22 5 10 1 2 15 5 12 0 4 6
Total 76 241 476 134 261 95 187 11 86 169 51 123 49 92 50

1 Yum Thuje Zam Char- CPS SU 4 21 56 2 8 0 0 0 0 0 0 0 0 0 0
Total 4 21 56 2 8 0 0 0 0 0 0 0 0 0 0
1 Soe ECR (Lingzhi ECR D 1 7 10 0 0 0 0 0 0 0 0 0 0 0 0
140
Annexure
0 74 134 65 131 0 0 0 0 0 0 0 0 126 139 265 2 9 2 13
125 106 184 127 240 0 0 0 0 0 0 0 0 602 657 1259 8 48 1 57

NBht Total T:P
114 57 108 46 98 0 0 0 0 0 0 0 0 474 450 924 4 34 0 38
128 146 275 153 280 0 0 0 0 0 0 0 0 721 713 1434 7 41 4 52
90 40 92 67 123 0 0 0 0 0 0 0 0 434 478 912 5 32 2 39
59 33 67 0 0 0 0 0 0 0 0 0 0 331 278 609 3 21 0 24
36 31 56 13 33 0 0 0 0 0 0 0 0 147 156 303 3 11 1 15
22 12 20 5 17 0 0 0 0 0 0 0 0 135 152 287 3 11 0 14
108 0 0 0 0 0 0 0 0 0 0 0 0 390 435 825 5 27 0 32
128 0 0 0 0 0 0 0 0 0 0 0 0 568 594 1162 6 31 1 38
105 0 0 0 0 0 0 0 0 0 0 0 0 354 418 772 4 31 0 35
61 0 0 0 0 0 0 0 0 0 0 0 0 283 266 549 3 23 0 26
101 0 0 0 0 0 0 0 0 0 0 0 0 362 350 712 4 32 0 36
97 0 0 0 0 0 0 0 0 0 0 0 0 408 427 835 7 21 1 29
18 0 0 0 0 0 0 0 0 0 0 0 0 126 115 241 2 10 0 12
17 0 0 0 0 0 0 0 0 0 0 0 0 97 88 185 1 7 0 8
0 0 0 0 0 0 0 0 0 0 0 0 0 96 72 168 2 5 0 7
10 0 0 0 0 0 0 0 0 0 0 0 0 72 86 158 1 8 0 9
13 0 0 0 0 0 0 0 0 0 0 0 0 51 48 99 0 6 0 6
3 0 0 0 0 0 0 0 0 0 0 0 0 26 26 52 1 3 0 4
1597 925 1716 843 1571 837 1547 761 1401 322 547 261 481 9384 10095 19479 123 625 99 847 23
0 0 0 0 0 0 0 0 0 208 398 218 386 358 426 784 6 15 10 31
0 0 0 0 0 0 0 0 0 194 382 185 341 344 379 723 5 21 8 34
0 0 0 0 0 0 0 0 0 195 377 203 353 332 398 730 6 14 13 33
0 0 0 0 0 0 0 0 0 597 1157 606 1080 1034 1203 2237 17 50 31 98 23

34 14 37 9 18 5 13 0 0 0 0 0 0 198 165 363 4 18 5 27
34 14 37 9 18 5 13 0 0 0 0 0 0 198 165 363 4 18 5 27 13

36 15 40 11 23 0 0 0 0 0 0 0 0 216 214 430 5 21 4 30
36 15 40 11 23 0 0 0 0 0 0 0 0 216 214 430 5 21 4 30 14

23 0 0 0 0 0 0 0 0 0 0 0 0 93 107 200 2 10 1 13
35 0 0 0 0 0 0 0 0 0 0 0 0 177 186 363 6 17 4 27
8 0 0 0 0 0 0 0 0 0 0 0 0 93 116 209 3 14 0 17
6 0 0 0 0 0 0 0 0 0 0 0 0 145 130 275 3 13 2 18
0 0 0 0 0 0 0 0 0 0 0 0 0 16 10 26 1 2 0 3
0 0 0 0 0 0 0 0 0 0 0 0 0 94 104 198 1 11 4 16
8 0 0 0 0 0 0 0 0 0 0 0 0 64 53 117 3 7 0 10
80 0 0 0 0 0 0 0 0 0 0 0 0 682 706 1388 19 74 11 104 13

0 0 0 0 0 0 0 0 0 0 0 0 0 41 23 64 1 6 0 7
0 0 0 0 0 0 0 0 0 0 0 0 0 41 23 64 1 6 0 7 9
0 0 0 0 0 0 0 0 0 0 0 0 0 3 7 10 0 1 0 1
141
Annexure
Total 1 7 10 0 0 0 0 0 0 0 0 0 0 0 0
G.Total 720 1089 2176 1091 2168 1046 2103 62 1073 2127 1002 2098 993 1921 913
School Level Sec.
15 T/gang
1 Ranjung HSS U 14 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 Jigmesherubling HSS SU 17 0 0 0 0 0 0 0 0 0 0 0 0 0 0
3 Tashitse HSS SU 16 0 0 0 0 0 0 0 0 0 0 0 0 0 0
4 Trashigang MSS U 23 50 80 40 77 33 68 2 41 67 29 58 29 52 37
5 Kanglung MSS U 12 0 0 0 0 0 0 0 0 0 0 0 0 0 0
6 Dungtse MSS SR 10 0 0 0 0 0 0 0 0 0 0 0 0 0 0
7 Bartsham MSS SR 10 0 0 0 0 0 0 0 0 0 0 0 0 0 0
8 Ranjung LSS U 10 21 35 18 30 28 47 1 24 47 24 40 29 47 14
9 Khaling LSS SU 14 17 41 21 40 25 47 2 24 42 25 52 22 36 18
10 Yongphula LSS SU 10 13 35 15 32 26 42 1 29 58 14 38 18 32 19
11 Radhi LSS SU 9 19 34 16 38 18 31 1 16 41 15 28 17 29 14
12 Wamrong LSS SU 16 17 27 10 26 10 34 1 27 48 21 48 21 44 14
13 Bidung LSS SR 13 9 23 14 21 8 18 1 10 21 13 31 23 32 24
14 Uzorong LSS SR 11 19 27 25 56 19 37 1 16 29 17 34 11 21 19
15 Kangpara LSS SR 10 9 24 12 23 8 18 1 15 30 12 32 18 36 12
16 Thungkhar LSS VR 11 9 16 7 21 13 23 1 11 16 12 25 3 18 4
17 Kanglung PS U 14 35 70 42 75 31 68 2 29 73 46 86 40 85 41
18 Galing PS SR 7 11 17 6 14 6 15 1 6 14 8 23 13 19 12
19 Phongmey PS SR 7 13 22 12 18 4 16 1 18 29 6 23 9 21 13
20 Bikhar PS SR 7 27 43 18 37 15 32 1 15 42 12 24 14 38 28
21 Chaling PS SR 7 13 25 12 24 14 35 1 13 28 21 37 11 25 10
22 Changmey PS SR 7 8 15 10 21 8 13 1 11 20 6 18 8 16 15
23 Bartsham PS SR 7 13 32 11 25 7 18 1 13 29 15 25 26 42 16
24 Merak PS SR 7 11 28 28 58 19 38 1 18 42 12 20 9 24 8
25 Lumang PS R 7 7 17 11 18 6 13 1 11 21 9 17 2 9 11
26 Tsangpo PS R 7 1 8 4 10 11 22 1 6 11 5 16 5 12 6
27 Pasaphu PS VR 6 0 0 6 8 2 5 1 4 8 7 12 6 12 10
28 Sakteng PS VR 7 27 52 21 44 18 43 1 12 42 16 35 9 26 5
29 Yangneer CPS SU 7 10 23 17 33 13 32 1 16 23 22 35 18 37 11
30 Gongthung CPS SU 7 7 22 20 31 23 34 1 10 16 13 25 8 22 8
31 Moshi CPS SU 7 16 30 11 21 10 32 1 12 22 13 28 10 20 6
32 Pam CPS SU 7 20 26 7 11 10 15 1 10 14 5 14 8 17 8
33 Barshong CPS SU 7 3 9 4 9 8 18 1 4 9 9 23 4 9 7
34 Rangshikhar CPS SR 6 1 6 6 9 8 11 1 0 0 4 10 3 5 4
35 Phegpari CPS SR 7 6 16 6 14 3 13 1 4 10 10 21 8 14 5
36 Saling CPS SR 7 4 14 7 15 8 12 1 8 13 6 18 12 19 4
37 Pakaling CPS SR 7 8 15 6 13 7 20 1 12 27 5 11 8 18 7
142
Annexure
0 0 0 0 0 0 0 0 0 0 0 0 0 3 7 10 0 1 0 1 10
1747 954 1793 863 1612 842 1560 761 1401 919 1704 867 1561 11558 12413 23971 169 795 150 1114 22

NBht Total T:P
0 0 0 0 0 70 135 73 141 30 114 44 120 293 217 510 3 13 8 24

0 0 0 0 0 68 161 80 188 64 157 75 172 391 287 678 4 16 11 31
0 0 0 0 0 90 188 93 205 37 111 7 83 360 227 587 4 14 8 26
68 36 76 32 64 33 62 57 98 0 0 0 0 353 417 770 5 23 6 34
0 29 68 41 68 56 92 71 154 0 0 0 0 185 197 382 3 13 1 17
0 54 110 66 120 50 119 0 0 0 0 0 0 179 170 349 3 12 1 16
0 76 129 30 48 66 150 0 0 0 0 0 0 155 172 327 2 11 0 13
36 25 57 23 41 0 0 0 0 0 0 0 0 174 206 380 2 12 0 14
41 21 48 24 57 0 0 0 0 0 0 0 0 207 197 404 3 12 2 17
36 16 43 8 23 0 0 0 0 0 0 0 0 181 158 339 2 13 1 16
31 19 33 19 36 0 0 0 0 0 0 0 0 148 153 301 2 12 1 15
35 64 131 59 123 0 0 0 0 0 0 0 0 273 243 516 3 10 4 17
37 59 112 52 107 0 0 0 0 0 0 0 0 190 212 402 2 11 4 17
32 50 102 47 93 0 0 0 0 0 0 0 0 208 223 431 2 13 0 15
31 16 38 22 59 0 0 0 0 0 0 0 0 167 124 291 1 10 0 11
19 35 73 21 51 0 0 0 0 0 0 0 0 147 115 262 2 11 0 13
62 0 0 0 0 0 0 0 0 0 0 0 0 255 264 519 3 14 0 17
19 0 0 0 0 0 0 0 0 0 0 0 0 59 62 121 1 5 1 7
29 0 0 0 0 0 0 0 0 0 0 0 0 83 75 158 1 5 0 6
36 0 0 0 0 0 0 0 0 0 0 0 0 123 129 252 1 6 0 7
22 0 0 0 0 0 0 0 0 0 0 0 0 102 94 196 1 6 0 7
20 0 0 0 0 0 0 0 0 0 0 0 0 57 66 123 1 6 0 7
30 0 0 0 0 0 0 0 0 0 0 0 0 100 101 201 2 6 0 8
30 0 0 0 0 0 0 0 0 0 0 0 0 135 105 240 0 7 0 7
17 0 0 0 0 0 0 0 0 0 0 0 0 55 57 112 1 4 0 5
13 0 0 0 0 0 0 0 0 0 0 0 0 54 38 92 1 3 0 4
15 0 0 0 0 0 0 0 0 0 0 0 0 25 35 60 1 3 0 4
22 0 0 0 0 0 0 0 0 0 0 0 0 156 108 264 1 6 0 7
18 0 0 0 0 0 0 0 0 0 0 0 0 94 107 201 1 6 0 7
19 0 0 0 0 0 0 0 0 0 0 0 0 80 89 169 1 7 0 8
21 0 0 0 0 0 0 0 0 0 0 0 0 96 78 174 0 5 0 5
16 0 0 0 0 0 0 0 0 0 0 0 0 45 68 113 0 5 0 5
11 0 0 0 0 0 0 0 0 0 0 0 0 49 39 88 1 5 0 6
10 0 0 0 0 0 0 0 0 0 0 0 0 25 26 51 1 3 0 4
16 0 0 0 0 0 0 0 0 0 0 0 0 62 42 104 1 5 0 6
12 0 0 0 0 0 0 0 0 0 0 0 0 54 49 103 1 6 0 7
13 0 0 0 0 0 0 0 0 0 0 0 0 64 53 117 1 5 0 6
143
Annexure
38 Tokshingmang CPS SR 7 16 36 13 26 9 22 1 10 41 27 53 20 44 8
39 Rongthung CPS SR 7 5 16 10 24 9 14 1 11 25 8 31 16 28 9
40 Tongling CPS SR 7 3 7 3 5 2 5 1 2 7 2 5 1 5 4
School Level Sec.
41 Thrakthrik CPS SR 3 3 8 3 4 3 14 1 0 0 0 0 0 0 0
42 Tshogonpa CPS R 7 6 18 9 12 5 11 1 6 13 9 14 1 6 5
43 Thrimshing CPS R 7 5 11 7 10 6 11 1 3 9 1 7 5 7 5
44 Ying Gom CPS R 5 9 12 5 8 5 9 1 9 15 7 11 0 0 0
45 Brekha CPS R 7 9 21 6 11 10 20 1 6 13 6 11 9 20 6
46 Yobinang CPS R 6 10 11 0 0 4 6 1 4 8 8 8 6 12 2
47 Kurichilo CPS R 7 6 12 8 17 6 22 1 4 22 12 24 7 24 4
48 Jangsheri CPS R 6 4 9 4 7 1 6 1 5 12 7 12 7 9 0
49 Samkhar CPS R 4 1 11 0 0 4 8 1 0 0 1 5 0 0 2
50 Joenkhar CPS R 6 8 14 0 0 4 10 1 3 9 3 13 5 11 6
51 Jomtshang CPS R 7 6 11 6 11 4 11 1 2 5 4 6 3 10 7
52 Chiya CPS R 7 8 15 12 17 11 14 1 2 12 6 15 3 10 1
53 Benshingmo CPS R 7 4 12 2 12 6 13 1 6 13 7 10 8 15 5
54 Jerelemi CPS R 7 8 15 9 17 8 15 1 10 20 1 5 7 14 4
Zordung (Threphu-
55 CPS R 4 4 6 6 15 6 15 1 8 19 0 0 0 0 0
woong)
56 Bepam CPS VR 7 4 13 7 10 10 16 1 10 15 6 10 3 9 5
57 Dungmanba CPS VR 7 10 16 14 22 6 13 1 5 12 7 8 5 8 7
58 Yabrang CPS VR 7 4 10 10 20 11 21 1 5 14 12 23 8 15 12
59 Thongrong CPS VR 7 9 12 3 16 3 9 1 9 15 7 11 5 9 5
60 Berdungma CPS VR 7 6 10 5 11 6 14 1 1 6 1 3 4 7 1
61 Threphu CPS VR 4 5 9 4 6 3 4 1 2 5 0 0 0 0 0
62 Ritsangdung CPS VR 3 21 31 9 18 11 23 1 0 0 0 0 0 0 0
63 Daliphangma CPS VR 4 7 14 9 15 9 22 1 7 17 0 0 0 0 0
Total 515 605 1192 607 1186 581 1218 60 575 1219 574 1192 545 1100 508
1 Kheri (Wamrong LSS) ECR SU 3 7 9 3 9 0 2 1 0 0 0 0 0 0 0
2 Muktangkhar (Bart- ECR SR 3 5 12 2 4 7 8 1 0 0 0 0 0 0 0
3 Durung (Gongthung ECR SU 4 4 8 2 3 3 5 1 1 2 0 0 0 0 0
Total 10 16 29 7 16 10 15 3 1 2 0 0 0 0 0
G.Total 525 621 1221 614 1202 591 1233 63 576 1221 574 1192 545 1100 508
16 T/Yangtse
1 Bayling HSS U 14 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 Tsenkarla MSS SU 21 16 35 17 34 10 30 1 10 21 17 34 10 21 18
3 Trashiyangtse LSS U 22 70 117 40 80 40 96 2 37 76 57 115 52 94 64
4 Kheni LSS SR 14 13 28 10 20 16 30 1 16 29 15 32 15 32 13
5 Tongmijangsa LSS SR 11 8 17 15 22 7 16 1 11 24 6 16 17 33 9
6 Ramjar LSS SR 9 15 27 13 31 12 31 1 17 36 16 38 18 30 11
7 Bumdeling LSS SR 9 14 32 18 39 12 26 1 10 24 11 29 4 21 10
144
Annexure
25 0 0 0 0 0 0 0 0 0 0 0 0 144 103 247 1 6 0 7
26 0 0 0 0 0 0 0 0 0 0 0 0 96 68 164 1 5 1 7
11 0 0 0 0 0 0 0 0 0 0 0 0 28 17 45 0 3 0 3

NBht Total T:P
0 0 0 0 0 0 0 0 0 0 0 0 0 17 9 26 0 2 0 2
16 0 0 0 0 0 0 0 0 0 0 0 0 49 41 90 1 4 0 5
9 0 0 0 0 0 0 0 0 0 0 0 0 32 32 64 1 3 0 4
0 0 0 0 0 0 0 0 0 0 0 0 0 20 35 55 1 2 0 3
9 0 0 0 0 0 0 0 0 0 0 0 0 53 52 105 1 4 0 5
6 0 0 0 0 0 0 0 0 0 0 0 0 17 34 51 0 2 0 2
14 0 0 0 0 0 0 0 0 0 0 0 0 88 47 135 1 6 0 7
0 0 0 0 0 0 0 0 0 0 0 0 0 27 28 55 0 3 0 3
5 0 0 0 0 0 0 0 0 0 0 0 0 21 8 29 0 2 0 2
13 0 0 0 0 0 0 0 0 0 0 0 0 41 29 70 0 5 0 5
11 0 0 0 0 0 0 0 0 0 0 0 0 33 32 65 0 4 0 4
6 0 0 0 0 0 0 0 0 0 0 0 0 46 43 89 0 5 0 5
10 0 0 0 0 0 0 0 0 0 0 0 0 47 38 85 1 4 0 5
10 0 0 0 0 0 0 0 0 0 0 0 0 49 47 96 1 4 0 5
0 0 0 0 0 0 0 0 0 0 0 0 0 31 24 55 0 2 0 2 28
10 0 0 0 0 0 0 0 0 0 0 0 0 38 45 83 1 4 0 5
11 0 0 0 0 0 0 0 0 0 0 0 0 36 54 90 1 3 0 4
16 0 0 0 0 0 0 0 0 0 0 0 0 57 62 119 1 6 0 7
16 0 0 0 0 0 0 0 0 0 0 0 0 47 41 88 1 4 0 5
6 0 0 0 0 0 0 0 0 0 0 0 0 33 24 57 1 2 0 3
0 0 0 0 0 0 0 0 0 0 0 0 0 10 14 24 1 1 0 2
0 0 0 0 0 0 0 0 0 0 0 0 0 31 41 72 0 2 0 2
0 0 0 0 0 0 0 0 0 0 0 0 0 36 32 68 0 2 0 2
1047 500 1020 444 890 433 907 374 786 131 382 126 375 6511 6003 12514 79 414 49 542 23
0 0 0 0 0 0 0 0 0 0 0 0 0 10 10 20 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 10 14 24 0 1 0 1
0 0 0 0 0 0 0 0 0 0 0 0 0 8 10 18 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 28 34 62 0 1 0 1 62
1047 500 1020 444 890 433 907 374 786 131 382 126 375 6539 6037 12576 79 415 49 543 23
0 0 0 0 0 65 97 49 91 49 155 47 161 294 210 504 4 14 9 27

29 28 61 32 61 74 182 72 166 0 0 0 0 370 304 674 4 20 1 25
110 55 92 35 71 0 0 0 0 0 0 0 0 401 450 851 4 22 1 27
26 59 120 65 115 0 0 0 0 0 0 0 0 210 222 432 3 12 0 15
21 30 60 34 61 0 0 0 0 0 0 0 0 133 137 270 2 10 0 12
30 12 26 15 27 0 0 0 0 0 0 0 0 147 129 276 1 9 0 10
18 20 42 20 34 0 0 0 0 0 0 0 0 146 119 265 1 7 0 8
145
Annexure
8 Jamkhar PS SR 7 8 16 5 12 3 11 1 9 15 9 16 13 20 11
9 Thragom PS R 7 6 18 7 13 7 13 1 6 15 12 22 4 16 3
10 Tarpel PS VR 7 7 15 10 26 9 17 1 2 9 12 21 3 10 6
School Level Sec.
11 Duksum CPS SU 6 9 18 6 7 3 10 1 0 0 4 14 5 12 11
12 Tshangphuchen CPS SR 7 8 16 16 25 15 22 1 8 17 13 25 12 20 16
13 Tokaphu CPS SR 7 8 10 6 9 7 10 1 7 13 3 11 5 13 10
14 Tsaling CPS SR 6 17 26 5 16 6 13 1 2 8 5 12 6 11 0
15 Womanang CPS SR 7 5 11 7 15 5 9 1 8 14 3 9 3 7 6
16 Chakidemi CPS SR 7 7 10 5 14 9 23 1 8 15 9 12 7 10 4
17 Shongring CPS SR 6 2 6 6 13 3 10 1 2 11 0 0 8 15 7
18 Manam CPS SR 2 3 3 8 17 0 0 0 0 0 0 0 0 0 0
19 Pangtokha CPS R 7 7 17 5 8 10 17 1 4 12 7 12 10 16 6
20 Rabtey CPS R 6 5 14 0 0 10 17 1 0 0 2 5 5 9 0
21 Yallang CPS R 6 6 16 0 0 8 12 1 6 13 10 13 11 19 11
22 Shingkhar CPS R 6 6 14 12 16 14 20 1 8 14 10 17 3 10 0
23 Khamdang CPS R 8 23 42 19 34 18 33 1 19 43 35 64 19 30 14
24 Jangphutse CPS R 7 2 2 5 9 8 17 1 10 15 8 17 9 18 5
25 Langmadung CPS R 4 6 14 9 16 9 19 1 5 10 0 0 0 0 0
26 Shali CPS R 4 5 10 0 0 8 16 1 9 30 8 16 0 0 0
27 Dhalikhar CPS R 7 5 12 3 7 0 0 1 3 10 4 6 1 3 4
28 Lichen CPS VR 6 2 8 9 17 4 7 1 4 10 8 22 4 6 0
29 Dukti CPS VR 4 5 7 0 0 7 9 1 0 0 3 5 5 14 0
30 Melongkhar CPS VR 7 7 13 9 11 2 12 1 7 12 7 14 9 12 8
Total 241 295 574 265 511 262 546 29 228 496 294 597 258 502 247
17 Trongsa
1 Sherubling HSS U 15 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 Taktse MSS U 14 0 0 0 0 0 0 0 0 0 0 0 0 0 0
3 Tshangkha LSS SU 10 4 8 3 16 6 10 1 8 18 9 16 7 12 1
4 Samcholing LSS SU 5 0 0 0 0 0 0 0 0 0 0 0 13 26 21
5 Langthel LSS SR 15 16 22 13 26 18 40 1 21 43 23 38 21 39 22
6 Trongsa PS U 18 28 70 35 81 60 119 3 41 71 43 84 48 98 32
7 Kuengarapten PS SU 7 10 19 7 15 11 18 1 9 22 13 21 5 11 0
8 Bemji PS R 6 7 14 0 0 4 13 1 6 7 6 14 7 12 4
9 Korphu PS VR 7 1 6 7 11 2 4 1 4 11 1 7 7 12 5
10 Samcholing CPS SU 5 23 37 10 22 12 33 1 11 17 10 24 0 0 0
11 Tontongphey CPS SU 7 2 8 6 14 11 17 1 8 12 12 21 8 11 8
12 Namgaychoeling CPS SR 7 8 12 6 11 7 12 1 7 14 7 14 2 4 2
13 Trashidingkha CPS SR 7 6 16 12 33 11 21 1 9 20 9 16 8 21 12
14 Baling CPS SR 7 13 25 7 18 6 13 1 9 20 16 21 7 14 11
15 Bjeezam CPS SR 7 7 18 3 10 7 16 1 6 15 4 11 5 14 7
146
Annexure
26 0 0 0 0 0 0 0 0 0 0 0 0 58 58 116 1 6 0 7
12 0 0 0 0 0 0 0 0 0 0 0 0 64 45 109 1 5 0 6
17 0 0 0 0 0 0 0 0 0 0 0 0 66 49 115 1 5 0 6

NBht Total T:P
17 0 0 0 0 0 0 0 0 0 0 0 0 40 38 78 1 3 0 4
26 0 0 0 0 0 0 0 0 0 0 0 0 63 88 151 1 4 0 5
16 0 0 0 0 0 0 0 0 0 0 0 0 36 46 82 1 4 0 5
0 0 0 0 0 0 0 0 0 0 0 0 0 45 41 86 1 4 0 5
13 0 0 0 0 0 0 0 0 0 0 0 0 41 37 78 1 4 0 5
10 0 0 0 0 0 0 0 0 0 0 0 0 45 49 94 1 4 0 5
19 0 0 0 0 0 0 0 0 0 0 0 0 46 28 74 1 3 0 4
0 0 0 0 0 0 0 0 0 0 0 0 0 9 11 20 0 2 0 2
12 0 0 0 0 0 0 0 0 0 0 0 0 45 49 94 1 4 0 5
0 0 0 0 0 0 0 0 0 0 0 0 0 23 22 45 1 1 0 2
15 0 0 0 0 0 0 0 0 0 0 0 0 36 52 88 0 2 0 2
0 0 0 0 0 0 0 0 0 0 0 0 0 38 53 91 0 4 0 4
27 0 0 0 0 0 0 0 0 0 0 0 0 126 147 273 1 8 0 9
8 0 0 0 0 0 0 0 0 0 0 0 0 39 47 86 1 4 0 5
0 0 0 0 0 0 0 0 0 0 0 0 0 30 29 59 0 3 0 3
0 0 0 0 0 0 0 0 0 0 0 0 0 42 30 72 1 3 0 4
6 0 0 0 0 0 0 0 0 0 0 0 0 24 20 44 1 4 0 5
0 0 0 0 0 0 0 0 0 0 0 0 0 39 31 70 0 3 0 3
0 0 0 0 0 0 0 0 0 0 0 0 0 15 20 35 1 2 0 3
11 0 0 0 0 0 0 0 0 0 0 0 0 36 49 85 1 4 0 5
469 204 401 201 369 139 279 121 257 49 155 47 161 2707 2610 5317 37 180 11 228 23
0 37 65 36 73 68 121 40 74 31 74 11 61 245 223 468 4 15 4 23

0 27 55 35 82 63 140 44 102 0 0 0 0 210 169 379 4 14 0 18
6 33 56 22 42 0 0 0 0 0 0 0 0 91 93 184 3 10 0 13
38 25 44 13 20 0 0 0 0 0 0 0 0 56 72 128 1 8 0 9
43 51 91 28 49 0 0 0 0 0 0 0 0 178 213 391 3 15 1 19
79 0 0 0 0 0 0 0 0 0 0 0 0 315 287 602 4 23 0 27
0 0 0 0 0 0 0 0 0 0 0 0 0 51 55 106 1 8 1 10
10 0 0 0 0 0 0 0 0 0 0 0 0 36 34 70 1 3 0 4
15 0 0 0 0 0 0 0 0 0 0 0 0 39 27 66 2 3 0 5
0 0 0 0 0 0 0 0 0 0 0 0 0 67 66 133 1 4 0 5
12 0 0 0 0 0 0 0 0 0 0 0 0 40 55 95 1 7 0 8
7 0 0 0 0 0 0 0 0 0 0 0 0 35 39 74 1 4 0 5
26 0 0 0 0 0 0 0 0 0 0 0 0 86 67 153 2 5 0 7
15 0 0 0 0 0 0 0 0 0 0 0 0 57 69 126 1 4 0 5
17 0 0 0 0 0 0 0 0 0 0 0 0 62 39 101 2 6 0 8
147
Annexure
16 Chendebji CPS SR 7 9 17 4 13 1 3 1 3 8 4 10 4 7 4
17 Yudrungcholing CPS SR 3 5 13 12 24 5 12 1 0 0 0 0 0 0 0
18 Nimshong CPS R 7 6 16 10 15 7 15 1 9 16 5 13 3 9 1
School Level Sec.
19 Jangbi CPS R 6 5 8 5 11 12 19 1 2 7 3 6 5 8 0
20 Kela CPS R 6 0 0 7 12 2 4 1 5 8 1 4 3 7 6
21 Karshong CPS R 5 10 16 5 7 8 13 1 7 14 4 11 0 0 0
22 Simphu CPS R 5 0 0 3 6 2 8 1 3 7 2 6 8 9 0
23 Jongthang CPS R 4 2 4 1 2 3 4 1 9 18 0 0 0 0 0
24 Nabji CPS VR 6 8 14 5 15 9 19 1 5 12 5 10 0 0 9
Total 186 170 343 161 362 204 413 23 182 360 177 347 161 314 145
18 Tsirang
1 Damphu HSS U 18 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 Mendrelgang MSS SU 25 21 45 19 40 27 47 1 35 73 25 67 40 81 38
3 Damphu LSS U 31 57 120 55 120 66 141 3 78 169 90 181 95 184 72
4 Tsirangtoe LSS R 13 23 38 22 38 22 40 1 25 66 24 46 25 51 27
5 Beteni PS SR 7 9 26 13 32 17 34 1 22 41 24 43 12 25 17
6 Salami PS SR 9 16 35 20 37 22 38 1 15 38 22 51 33 66 61
7 Phuentenchu CPS SU 2 18 43 28 42 0 0 0 0 0 0 0 0 0 0
8 Tshlingkhar CPS SR 2 28 72 0 0 0 0 0 0 0 0 0 0 0 0
9 Shemjong CPS R 6 25 51 17 35 20 34 1 16 36 23 43 0 0 0
10 Gosaling CPS R 4 19 37 21 37 16 40 1 14 42 0 0 0 0 0
11 Patala CPS R 7 11 31 21 40 16 37 1 22 53 26 45 24 46 9
12 Gopini CPS R 4 24 36 18 35 17 37 1 20 35 0 0 0 0 0
13 Barshong CPS R 3 24 37 7 30 14 37 1 0 0 0 0 0 0 0
Total 131 275 571 241 486 237 485 12 247 553 234 476 229 453 224
Nimazor (Mendrel-
1 ECR SU 1 21 45 0 0 0 0 0 0 0 0 0 0 0 0
gang MSS)
Total 1 21 45 0 0 0 0 0 0 0 0 0 0 0 0
G.Total 132 296 616 241 486 237 485 12 247 553 234 476 229 453 224
19 Wangdue
1 Bajothang HSS U 15 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 Gaselo HSS SU 11 0 0 0 0 0 0 0 0 0 0 0 0 0 0
3 Samtengang MSS SR 17 0 0 0 0 0 0 0 0 0 0 0 0 0 0
4 Wangdi LSS U 28 50 92 42 97 58 107 3 74 145 58 99 62 125 62
5 Nobding LSS SR 11 16 33 17 37 16 40 1 14 33 10 28 9 15 16
6 Gaselo LSS SR 15 26 47 23 39 17 34 1 23 43 22 43 21 40 27
7 Tencholing PS U 23 66 132 67 151 70 152 4 71 132 64 130 69 116 51
8 Nahi PS SR 7 17 27 12 27 11 17 1 11 19 9 21 9 20 12
9 Rukubji PS SR 7 13 27 12 24 17 32 1 13 27 14 26 8 15 15
10 Phobjikha PS SR 10 25 54 22 43 19 37 1 28 38 31 47 32 47 27
11 Samtengang PS SR 12 19 39 30 56 29 58 2 25 52 22 50 13 25 25
148
Annexure
8 0 0 0 0 0 0 0 0 0 0 0 0 37 29 66 1 4 0 5
0 0 0 0 0 0 0 0 0 0 0 0 0 27 22 49 0 2 0 2
6 0 0 0 0 0 0 0 0 0 0 0 0 49 41 90 1 5 0 6

NBht Total T:P
0 0 0 0 0 0 0 0 0 0 0 0 0 27 32 59 1 2 0 3
7 0 0 0 0 0 0 0 0 0 0 0 0 18 24 42 1 2 0 3
0 0 0 0 0 0 0 0 0 0 0 0 0 27 34 61 0 2 0 2
0 0 0 0 0 0 0 0 0 0 0 0 0 18 18 36 0 3 0 3
0 0 0 0 0 0 0 0 0 0 0 0 0 13 15 28 0 2 0 2
11 0 0 0 0 0 0 0 0 0 0 0 0 40 41 81 1 5 0 6
300 173 311 134 266 131 261 84 176 31 74 11 61 1824 1764 3588 36 156 6 198 18
0 0 0 0 0 84 174 68 149 42 126 43 131 343 237 580 5 19 7 31

62 83 154 55 104 66 146 47 94 0 0 0 0 457 456 913 6 24 0 30
159 75 153 110 197 0 0 0 0 0 0 0 0 726 698 1424 8 37 0 45
68 32 79 23 54 0 0 0 0 0 0 0 0 257 223 480 2 12 0 14
32 0 0 0 0 0 0 0 0 0 0 0 0 119 114 233 2 6 0 8
101 0 0 0 0 0 0 0 0 0 0 0 0 177 189 366 2 9 0 11
0 0 0 0 0 0 0 0 0 0 0 0 0 39 46 85 1 1 0 2
0 0 0 0 0 0 0 0 0 0 0 0 0 44 28 72 1 2 0 3
0 0 0 0 0 0 0 0 0 0 0 0 0 98 101 199 2 5 0 7
0 0 0 0 0 0 0 0 0 0 0 0 0 86 70 156 1 4 0 5
26 0 0 0 0 0 0 0 0 0 0 0 0 149 129 278 1 7 0 8
0 0 0 0 0 0 0 0 0 0 0 0 0 64 79 143 0 5 0 5
0 0 0 0 0 0 0 0 0 0 0 0 0 59 45 104 1 2 0 3
448 190 386 188 355 150 320 115 243 42 126 43 131 2618 2415 5033 32 133 7 172 29
0 0 0 0 0 0 0 0 0 0 0 0 0 24 21 45 0 1 0 1 45
0 0 0 0 0 0 0 0 0 0 0 0 0 24 21 45 0 1 0 1 45
448 190 386 188 355 150 320 115 243 42 126 43 131 2642 2436 5078 32 134 7 173 29
0 0 0 0 0 74 138 77 142 37 103 44 118 269 232 501 6 26 4 36

0 0 0 0 0 88 163 65 130 14 36 0 0 162 167 329 3 13 4 20
0 62 102 100 162 67 124 66 127 0 0 0 0 220 295 515 5 19 2 26
122 120 222 98 167 0 0 0 0 0 0 0 0 552 624 1176 6 32 2 40
24 55 103 36 70 0 0 0 0 0 0 0 0 194 189 383 4 10 0 14
50 56 114 65 118 0 0 0 0 0 0 0 0 248 280 528 3 15 3 21
95 0 0 0 0 0 0 0 0 0 0 0 0 450 458 908 7 26 0 33
14 0 0 0 0 0 0 0 0 0 0 0 0 64 81 145 3 7 0 10
23 0 0 0 0 0 0 0 0 0 0 0 0 82 92 174 2 6 0 8
46 0 0 0 0 0 0 0 0 0 0 0 0 128 184 312 3 8 0 11
44 0 0 0 0 0 0 0 0 0 0 0 0 161 163 324 3 11 0 14
149
Annexure
12 Sha Tasha PS VR 7 11 22 20 32 22 42 1 12 27 24 40 24 31 13
13 Rinchengang CPS U 4 18 27 16 45 12 24 1 15 31 0 0 0 0 0
14 Sephu CPS SR 7 9 13 7 20 6 18 1 9 21 13 21 9 12 7
School Level Sec.
15 Bjena CPS SR 6 10 14 8 16 8 17 1 7 16 10 15 8 11 0
16 Rubesa CPS SR 6 10 15 11 18 6 13 1 4 11 12 21 14 21 0
17 Hebesa CPS SR 7 20 37 11 19 10 19 1 11 22 6 14 7 9 5
18 Bayta CPS SR 6 15 27 18 36 14 27 1 16 26 21 40 10 20 0
19 Migtana CPS SR 2 14 25 16 35 0 0 0 0 0 0 0 0 0 0
20 Kazhi CPS R 7 12 30 12 28 9 18 1 9 22 8 16 9 14 7
21 Khothaka CPS R 7 8 22 17 33 13 31 1 23 39 21 37 14 15 9
22 Dangchu CPS R 7 18 25 15 26 11 17 1 8 12 7 9 10 15 8
23 Phuensum Deki CPS R 6 6 12 5 12 8 17 1 8 17 10 13 9 12 0
24 Rameychen CPS R 7 13 25 17 22 16 28 1 13 19 14 31 16 31 14
25 Jala CPS R 7 8 16 5 13 7 13 1 6 15 3 8 3 6 2
26 Uma CPS R 7 7 15 4 9 8 17 1 5 14 4 12 5 6 3
27 Ada CPS VR 7 5 13 2 4 4 7 1 10 19 10 21 10 18 10
Total 256 416 789 409 842 391 785 29 415 800 393 742 371 624 313
1 Matalungchu (Wangdi ECR U 2 9 24 4 6 0 0 0 0 0 0 0 0 0 0
2 Gogona (Phobjikha ECR SR 2 8 16 2 4 0 0 0 0 0 0 0 0 0 0
Total 4 17 40 6 10 0 0 0 0 0 0 0 0 0 0
G.Total 260 433 829 415 852 391 785 29 415 800 393 742 371 624 313
20 Zhemgang
1 Zhemgang HSS U 21 0 0 0 0 0 0 0 0 0 0 0 0 0 0
2 Yebilepcha MSS SU 13 0 0 0 0 0 0 0 0 0 0 0 0 0 0
3 Sonamthang MSS SU 9 0 0 0 0 0 0 0 0 0 0 0 0 0 0
4 Zhemgang LSS U 18 35 78 34 62 32 72 2 29 72 37 67 29 64 33
5 Tingtibi LSS SU 14 20 38 24 56 23 49 1 24 45 22 56 26 47 23
6 Gomphu LSS SR 9 3 13 15 27 0 0 1 8 13 12 19 12 21 10
7 Tshaidang PS SR 7 9 20 4 10 10 17 1 4 13 4 8 6 12 4
8 Buli PS SR 7 5 9 9 19 12 18 1 9 17 16 24 10 18 9
9 Panbang PS R 9 29 51 20 43 25 53 1 14 44 37 69 29 56 23
10 Shingkhar PS VR 7 12 23 8 17 19 25 1 8 20 14 29 11 25 18
11 Goshing PS VR 7 12 21 10 20 12 28 1 17 31 14 29 27 39 15
12 Nimshong PS VR 6 2 5 6 9 0 5 1 7 11 0 0 3 10 4
13 Pantang PS VR 7 8 14 9 14 9 15 1 5 12 14 37 22 48 8
14 Langdurbi PS VR 7 7 8 6 14 12 20 1 12 21 3 10 10 20 7
15 Bardo PS VR 7 6 15 7 14 6 15 1 7 12 5 12 6 10 4
16 Bjoka PS VR 7 5 7 13 18 8 15 1 12 18 11 26 10 20 5
17 Goling CPS SR 7 7 14 7 10 8 15 1 8 13 4 10 6 13 1
18 Tshanglajong CPS SR 7 5 13 2 3 8 12 1 2 6 7 8 9 14 1
150
Annexure
25 0 0 0 0 0 0 0 0 0 0 0 0 93 126 219 1 5 0 6
0 0 0 0 0 0 0 0 0 0 0 0 0 66 61 127 1 4 0 5
20 0 0 0 0 0 0 0 0 0 0 0 0 65 60 125 1 5 0 6

NBht Total T:P
0 0 0 0 0 0 0 0 0 0 0 0 0 38 51 89 1 4 0 5
0 0 0 0 0 0 0 0 0 0 0 0 0 42 57 99 1 5 0 6
11 0 0 0 0 0 0 0 0 0 0 0 0 61 70 131 1 5 0 6
0 0 0 0 0 0 0 0 0 0 0 0 0 82 94 176 1 4 0 5
0 0 0 0 0 0 0 0 0 0 0 0 0 30 30 60 0 2 0 2
8 0 0 0 0 0 0 0 0 0 0 0 0 70 66 136 2 5 0 7
18 0 0 0 0 0 0 0 0 0 0 0 0 90 105 195 2 5 0 7
8 0 0 0 0 0 0 0 0 0 0 0 0 35 77 112 1 5 0 6
0 0 0 0 0 0 0 0 0 0 0 0 0 37 46 83 1 4 0 5
24 0 0 0 0 0 0 0 0 0 0 0 0 77 103 180 2 3 0 5
3 0 0 0 0 0 0 0 0 0 0 0 0 40 34 74 0 5 0 5
9 0 0 0 0 0 0 0 0 0 0 0 0 46 36 82 1 3 0 4
18 0 0 0 0 0 0 0 0 0 0 0 0 49 51 100 1 3 0 4
562 293 541 299 517 229 425 208 399 51 139 44 118 3451 3832 7283 62 240 15 317 23
0 0 0 0 0 0 0 0 0 0 0 0 0 17 13 30 0 1 0 1
0 0 0 0 0 0 0 0 0 0 0 0 0 10 10 20 0 1 0 1
0 0 0 0 0 0 0 0 0 0 0 0 0 27 23 50 0 2 0 2 25
562 293 541 299 517 229 425 208 399 51 139 44 118 3478 3855 7333 62 242 15 319 23
0 55 104 49 102 80 148 72 133 41 117 33 115 389 330 719 2 19 5 26

0 31 60 38 65 69 143 71 174 0 0 0 0 233 209 442 3 13 6 22
0 66 172 48 108 24 78 0 0 0 0 0 0 220 138 358 2 11 1 14
67 33 59 30 50 0 0 0 0 0 0 0 0 299 292 591 3 16 1 20
43 19 45 31 62 0 0 0 0 0 0 0 0 229 212 441 4 13 2 19
16 17 33 15 43 0 0 0 0 0 0 0 0 93 92 185 2 8 0 10
12 0 0 0 0 0 0 0 0 0 0 0 0 51 41 92 1 4 0 5
17 0 0 0 0 0 0 0 0 0 0 0 0 52 70 122 1 6 0 7
55 0 0 0 0 0 0 0 0 0 0 0 0 194 177 371 2 9 0 11
22 0 0 0 0 0 0 0 0 0 0 0 0 71 90 161 1 6 0 7
29 0 0 0 0 0 0 0 0 0 0 0 0 90 107 197 1 6 0 7
7 0 0 0 0 0 0 0 0 0 0 0 0 25 22 47 0 2 0 2
25 0 0 0 0 0 0 0 0 0 0 0 0 90 75 165 0 5 0 5
18 0 0 0 0 0 0 0 0 0 0 0 0 54 57 111 0 7 0 7
10 0 0 0 0 0 0 0 0 0 0 0 0 47 41 88 1 3 0 4
26 0 0 0 0 0 0 0 0 0 0 0 0 66 64 130 1 6 0 7
6 0 0 0 0 0 0 0 0 0 0 0 0 40 41 81 1 3 0 4
7 0 0 0 0 0 0 0 0 0 0 0 0 29 34 63 0 3 0 3
151
Annexure
19 Repati CPS R 2 3 3 2 16 0 0 0 0 0 0 0 0 0 0
20 Kikhar CPS R 2 3 12 10 15 0 0 0 0 0 0 0 0 0 0
21 Digala CPS VR 4 0 0 4 7 5 7 1 10 21 15 28 0 0 0
School Level Sec.
22 Tradijong CPS VR 7 3 10 3 6 5 9 1 8 13 2 8 6 12 4
23 Thrisa CPS VR 7 4 9 4 9 7 13 1 4 15 4 12 9 16 10
24 Tashibi CPS VR 7 8 16 8 11 10 24 1 7 14 7 15 11 15 7
25 Tali CPS VR 7 7 14 4 11 5 8 1 8 16 4 10 0 2 7
26 Kaktong CPS VR 7 7 13 8 17 7 15 1 8 21 12 26 7 15 5
27 Dali CPS VR 2 0 0 3 6 3 6 1 0 0 0 0 0 0 0
28 Dunmang CPS VR 4 6 9 8 13 7 13 1 18 27 0 0 0 0 0
29 Barpong CPS VR 4 6 8 4 5 11 24 1 13 32 0 0 0 0 0
30 Budhasi CPS VR 4 9 21 16 25 15 25 1 20 30 0 0 0 0 0
31 Khomshar CPS VR 7 14 24 24 37 13 31 1 12 32 21 27 14 30 15
32 Prince Namgay HSS SU 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Total 237 235 468 272 514 272 534 27 274 569 265 530 263 507 213
Grand Total 5642 8599 17305 8219 16489 7870 16102 595 7816 16035 7471 15322 7460 14539 6702
152
Annexure
0 0 0 0 0 0 0 0 0 0 0 0 0 14 5 19 0 1 0 1
0 0 0 0 0 0 0 0 0 0 0 0 0 14 13 27 0 1 0 1
0 0 0 0 0 0 0 0 0 0 0 0 0 29 34 63 0 2 0 2

NBht Total T:P
6 0 0 0 0 0 0 0 0 0 0 0 0 33 31 64 0 3 0 3
15 0 0 0 0 0 0 0 0 0 0 0 0 47 42 89 0 7 0 7
15 0 0 0 0 0 0 0 0 0 0 0 0 52 58 110 0 6 0 6
12 0 0 0 0 0 0 0 0 0 0 0 0 38 35 73 1 2 0 3
18 0 0 0 0 0 0 0 0 0 0 0 0 71 54 125 1 5 0 6
0 0 0 0 0 0 0 0 0 0 0 0 0 6 6 12 1 1 0 2
0 0 0 0 0 0 0 0 0 0 0 0 0 23 39 62 0 3 0 3
0 0 0 0 0 0 0 0 0 0 0 0 0 35 34 69 0 2 0 2
0 0 0 0 0 0 0 0 0 0 0 0 0 41 60 101 0 3 0 3
19 0 0 0 0 0 0 0 0 0 0 0 0 87 113 200 1 4 0 5
0 0 0 0 0 0 0 0 0 32 69 20 49 66 52 118 1 1 4 6
445 221 473 211 430 173 369 143 307 73 186 53 164 2828 2668 5496 30 181 19 230 24
13050 6603 12850 5886 11447 5227 10551 4262 8757 2717 5990 2636 5825 82794 81468 164262 1079 4936 653 6668 25
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Annual Education Statistics 2009

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Annual Education Statistics

ANNUAL EDUCATION STATISTICS, 2009

Policy and Planning Division

Policy and Planning Division

Telephone: +975-2-327387, 334307

Copyright © 2009 Policy and Planning Division, Ministry of Education

Printed @ KUENSEL Corporation Ltd.

First Edition: 1999

Policy and Planning Division

LIST OF FIGURES................................................................................................................................ vii

ACRONYMS, ABBREVIATIONS AND GLOSSARY........................................................................... x

ANNUAL EDUCATION STATISTICS (AES)......................................................................................... 1

2. STATUS OF EDUCATION IN 2009............................................................................................ 13

4.1.1. Class X Examinations............................................................................................................44

8. NON-FORMAL, CONTINUING AND SPECIAL EDUCATION.............................................69

9. TERTIARY, VOCATIONAL, INTERNATIONAL AND MONASTIC EDUCATION...........71

Figure 1.1 Growth in the number of Schools and Institutes................................................................ 5

Annex 1. New and Upgraded schools in Bhutan in 2009................................................................... 106

The Annual School Census

Net Primary Enrolment Rate

Apparent Intake rate

Net Intake Rate

Repetition Rate by grade

Survival rates by Grade

Percentage of Repeaters in primary education

Teacher Pupil ratio

Percentage of teaching Staff in Private Educational Institution

1.1. Introduction 1.2. Education Structure

Figure 1.1 Growth in the number of Schools and Institutes

Figure 1.2 Growth in the number of enrolments in Schools and Institutes

Level Age (in Class Labour

Figure 1.4 General Education curriculum PP-XII

A Early Childhood Develiopment

Sub-Total (B) 514 27 541

D Tertiary Institute under RUB 11 - 11

Government Private Total

Sub-total (B) 3,727 2,456 273 212 4,000 2,668 6,668

2. STATUS OF EDUCATION 2009

2.1. Enrolment, Schools and Teachers at the National Level

Box: 2.0 a closer look: analysis of Primary enrolment

Table 2.1 Enrolment Ratios 2009, 2008, 2007 and 2006

EFA Global Monitoring and Report 2003/4, UNESCO

2.2. Trends in Primary Education 2006-2009

Figure 2.0 Survival to the grade 5 and grade 10

Figure 2.1 Primary enrolment, NER

85% 84% 84%

Figure 2.2 Trend on survival to 5 and grade 10

Figure 2.3 Net enrolment ratios since 1998

4 931 27 4,580 75 9,986 101 9,517 59 5,910 3 230 269 31,154

21 10,667 12 3,398 21 4,299 18 2,918 24 3,882 - - 96 25,164

27 24,323 19 8,482 30 10,840 9 3,408 6 1,759 - - 91 48,812

30 21,257 9 3,621 - - - - - - - - 39 24,878

Table 2.3 Changes in teacher cadre per school type 2002-2009

2.8 Education facilities, enrolment and teachers in the Dzongkhags

Figure 2.4 Enrolment per Dzongkhag by level of school

Figure 2.5 Primary enrolment (PP-VI) by Dzongkhag

Figure 2.6 Secondary enrolment (Class VII –XII) by Dzongkhag

2.8.2. Teachers in the Dzongkhags

Figure 2.7 Teachers per school type

Table 2.4 School feeding in 2009, WFP-support and Government stipend

3. ENROLMENT IN THE GENERAL

Box 3.0: Access to primary education

Figure 3.0. Pre-primary enrolments by age